Digital technologies have become essential in improving student engagement and academic achievement in higher education. Learning analytics, especially those within open-source platforms like Moodle, provide innovative ways to assist inclusive access and outcome improvements. This study examines how Moodle learning analytics has increased engagement, enhanced retention, and facilitated equity in higher education. A convergent mixed-methods design was employed, drawing on quantitative data from 188 undergraduate students across five Moodle-supported courses and qualitative insights from 12 participants (six students and six educators) at Ahmadu Bello University, Distance Learning Centre. Results revealed significant improvements: weekly logins increased by 20%, time spent on course pages rose by 16%, on-time submissions improved by 21%, forum participation grew by 31%, and overall completion rates increased by 18%. A paired-sample t-test confirmed these gains were statistically significant (p < 0.001). Completion rates went up from 70% to 88%, and dropout rates decreased by 35%. Qualitative data aligned with these findings, with 85% of educators reporting that analytics dashboards were essential for inclusive teaching, and 78% of students reporting that analytics-driven feedback offered more support. The analytics-driven interventions demonstrated increases in motivation and inclusivity, while the early identification of at-risk learners showed that the analytics-driven interventions helped decrease marginalization. Although the research was carried out in one institution, it indicates a framework that could be applicable in resource-limited situations. Future research should focus on cross-institutional validation to provide more evidence on scalability, as well as ensure Moodle learning analytics provide balance to equity, retention, and student success.