<![CDATA[Digital transformation has become a strategic imperative for vocational schools seeking to improve educational quality in an increasingly dynamic and technology-driven environment. However, empirical evidence regarding the interplay between Digital Transformation Capability (DTC), School Agility (SA), Organizational Learning (OL), and Educational Quality (EQ) remains limited, particularly in the context of vocational education. This study investigates the direct effects of DTC and SA on EQ and examines the mediating role of OL. A quantitative approach employing an explanatory research design was adopted. Data were collected from 200 teachers of vocational high schools (SMK) in Serang City, Indonesia, and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The measurement model demonstrated satisfactory psychometric properties, with all 40 indicators meeting the recommended thresholds for convergent validity, discriminant validity, and reliability. Furthermore, the structural model exhibited a high level of overall model adequacy, as indicated by a high Goodness-of-Fit (GoF) index and an excellent Standardized Root Mean Square Residual (SRMR), confirming an excellent model fit. The structural model results revealed that School Agility exerted the strongest influence on Organizational Learning, while Digital Transformation Capability emerged as the most influential determinant of Educational Quality. All direct hypotheses were found to be positive and statistically significant. However, the indirect effect analysis revealed that Organizational Learning did not mediate the relationship between Digital Transformation Capability and Educational Quality. These findings suggest that digital transformation capabilities contribute directly to educational quality rather than through organizational learning processes, whereas school agility primarily enhances organizational learning within vocational schools. This study contributes to the digital transformation and educational management literature by providing empirical evidence on the distinct roles of digital capability, organizational agility, and organizational learning in improving educational quality and offers practical implications for school leaders and policymakers in accelerating sustainable educational transformation.]]>
