The purpose of the study is to identify the learning confidence and challenges of first-year undergraduate zoology students in using a Canva-based digital textbook. Thus, the study examines students’ compatibility, accessibility and understanding of lessons as confidence and cognitive, technological and motivational barriers as challenges in using digital textbook. The digital textbook was developed using the ADDIE instructional model and informed by Mayer’s multimedia learning theory. An exploratory qualitative approach was employed, with data collected through focus group discussions and semi structured interviews. The f indings revealed that students experienced greater confidence in their learning when using the Canva-based digital textbook. They appreciated features such as videos, hyperlinks, and interactive tools & graphics, which enhanced understanding and engagement while reducing learning related anxiety. Cognitive challenges were minimal with negotiable initial unfamiliarity, language, and occasional eye strain. Technological issues were limited to minor problems, such as slow video loading and motivational challenges were largely absent where students preferring digital over printed textbooks. This study suggests that incorporating well-designed, multimedia-enhanced digital textbooks can significantly strengthen student confidence and learning engagement in science-based higher education in Bangladesh.