The rapid digital transformation of the tourism industry has increased the need for specialists with applied digital competencies and practice-oriented professional skills. This study examines the integration of applied digital learning technologies into tourism education using a design-based research approach and a single-group mixed-methods design. The proposed training model combined Moodle 3.11, practice-oriented digital modules, and browser-based virtual/interactive service-scenario simulations. The empirical implementation involved 48 undergraduate tourism students and 6 instructors over one academic semester. Pre-test and post-test results showed an improvement in mean learning scores from 61.4 to 78.9 (p < 0.001). A supplementary exploratory regression model indicated positive associations between competency development and LMS task completion, simulation engagement, and interaction frequency (R-squared = 0.64). Because the study used a small sample and no control group, these results are interpreted as within-group learning gains and indicative associations rather than definitive causal effects. Qualitative survey and observation evidence further indicated stronger engagement, practical readiness, and positive perceptions of the digital learning environment. The study contributes a scalable applied digital training framework for aligning tourism education with industry-oriented digital workflows while identifying the need for future controlled and larger-sample validation.