<![CDATA[Digital transformation in vocational higher education requires learning environments that connect technological applications with authentic occupational competencies. This study analyzes the relationship between Microsoft Access-based archival learning transformation and the competence of Office Administration students. A quantitative design employing Partial Least Squares Structural Equation Modeling (PLS-SEM) was used. The participants were 45 students who had completed an archival management course and experienced Microsoft Access-based learning; all eligible students were included through census sampling. Data were collected using a five-point Likert questionnaire measuring application use, ease of use, student engagement, learning effectiveness, conceptual understanding, technical archival skills, accuracy, and archival task completion. SmartPLS was used to evaluate the measurement and structural models. All indicators demonstrated acceptable outer loadings, while both constructs met the required criteria for internal consistency and convergent validity. The structural model showed a strong positive relationship between archival learning transformation and student competence (β = 0.958, t = 87.918, p < .001), with an R² of 0.918. The findings indicate that application-based archival learning can support conceptual, technical, and task-oriented competence when integrated into meaningful practice. These results highlight the importance of designing contextual, technology-enhanced archival learning that reflects contemporary workplace practices.]]>
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