Through the integration of "learning to do" and "learning to understand," this study explores how to promote epistemic fluency in an era characterized by rapid digital transition and changing student motivation. Amid the growing prevalence of AI tools and digital resources, students at the National University of Water and Environmental Engineering (NUWMEE) face the challenge of acquiring adaptable, resilient knowledge. Students were led through planned learning interventions with the help of resources like Labster's virtual labs and self-check tools like ChatGPT and the Cornell note-taking approach. According to survey data, students' confidence, understanding, and skill acquisition have significantly improved. This paper underscores the potential of blending these complementary learning concepts to cultivate a flexible student personality aimed at intellectual and professional success.