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This study examines how Technology Readiness, Digital Learning Tools Usage, and Perceived Usefulness impact Student Engagement and Learning Outcomes within engineering and vocational education. The research framework explores 18 hypotheses focusing on bothdirect and indirect relationships among these variables. A quantitative approach with a cross-sectional survey design was meticulously employed, ensuring the thoroughness of the research process. The study population included students enrolled in an engineering faculty for the January-June 2024 semester at one of the state universities in Indonesia. We selected a sample size of 1,781 respondents using stratified random sampling. Data were collected through an online questionnaire using a 5-point Likert scale and analyzed with Structural Equation Modeling (SEM) using SmartPLS. The findings reveal that technology readiness significantly influences the usage of digital learning tools and perceived usefulness, affecting student engagement and learning outcomes.Additionally, using digital learning tools and perceived usefulness mediate the relationships between Technology Readiness, Student Engagement, and Learning Outcomes. This research provides valuable insights into how technology-related factors can enhancelearning outcomes in technical and vocational education, offering practical recommendations for improving technology-based learning environments and equipping educators with actionable strategies
