<![CDATA[This study examines the relationship between family digital experience, perceived digital competence, and student attitudes toward technology in fostering sustainable student engagement at Sinar Bijaksana Guang Ming Secondary and Senior High School, Jambi. Using a quantitative research approach, data were collected through online questionnaires completed by 205 students out of a population of 248. Analysis was conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM). Results show that digital experiences within the family significantly influence students’ attitudes toward technology (p = 0.000) and their perceived digital competence (p = 0.012). Both perceived digital competence (p = 0.000) and attitudes toward technology (p = 0.025) were found to positively impact student engagement. These findings highlight the importance of family support, self-assessed digital skills, and attitudinal orientation as interconnected factors that shape students’ active participation in digital learning. In today’s digital era, where technology plays a pivotal role in education, student readiness to utilize digital tools is increasingly essential. Family involvement provides early exposure and guidance that builds foundational digital literacy. Additionally, internal factors such as confidence in using technology and a positive attitude toward it significantly affect learning engagement. This study contributes to the growing discourse on digital education by emphasizing how both external and internal influences collectively support meaningful, sustained engagement in digital learning environments.]]>
