<![CDATA[Purpose: The digital transformation of the modern workforce has blurred the traditional distinctions between academic and vocational skill requirements. This study aims to compare the Digital Productivity Readiness of University (Academic track) and Polytechnic (Vocational track) graduates to determine if a significant competency gap exists in the era of AI and ubiquitous computing. Design/methodology/approach: A comparative quantitative study was conducted using the Digital Productivity Readiness Inventory (DPRI), which assesses competence across Spreadsheet, Document Management, Digital Communication, and AI Adaptability dimensions. A total of 77 valid respondents (43 University students/alumni and 34 Polytechnic students/alumni) were selected using stratified random sampling. Data were analyzed using the Mann-Whitney U Test due to the unequal sample sizes and non-parametric distribution of the data. Findings: The instrument demonstrated high reliability (α=0.961). The hypothesis testing revealed no significant difference in digital readiness between the two groups (U=691.500, p=0.689). Descriptive analysis indicated that both University (µ=73.95) and Polytechnic (µ=75.47) graduates possess a "High Competence" level. These findings challenge the assumption that vocational graduates are inherently more "work-ready" in terms of digital tool operation. Practical implications: The results suggest that basic digital literacy has become a generic life skill acquired through independent learning rather than formal curriculum alone. Consequently, employers should prioritize skill-based assessment over institutional background during recruitment. Furthermore, higher education institutions must pivot from teaching basic operational skills to fostering Advanced Digital Fluency and complex problem-solving to maintain graduate competitiveness. Originality/value: This study provides empirical evidence debunking the "Vocational-Academic Gap" myth in the context of office productivity, highlighting the role of technological ubiquity in equalizing graduate competencies.]]>
