<![CDATA[Vocational high school graduates are expected to master office technology, yet Office Management students at SMKN 1 Boyolangu Tulungagung still show suboptimal competence, particularly in resolving technical problems independently and verifying AI-generated output critically. This study examines the effects of digital literacy and self-efficacy on office technology competence, both directly and through digital learning engagement. This explanatory cross-sectional quantitative study involved 140 grade XI and XII students selected purposively from seven classes. The instrument passed validity and reliability tests in a pilot study. Data were collected through a five-point Likert questionnaire and documentation of practical scores, then analyzed using SEM-PLS with 5,000 bootstrapping subsamples. Digital literacy and self-efficacy positively and significantly affected digital learning engagement and office technology competence, and engagement positively and significantly affected competence. Engagement partially mediated the effect of digital literacy but did not mediate the effect of self-efficacy. The model explained 64.2% of the variance in office technology competence. This study integrates digital literacy, self-efficacy, and digital learning engagement in one structural model, measures competence through practical scores, and targets vocational students, showing that digital literacy is the most dominant predictor of office technology competence.]]>
