<![CDATA[The rapid expansion of digital learning environments has positioned digital learning readiness as a critical factor for student success, yet its influence on academic performance is often inconsistent across studies. This article reviews the literature to examine how learning engagement mediates the relationship between digital learning readiness and student academic performance, with particular attention to implications for mathematics education. A narrative-thematic literature review was conducted on articles retrieved from Scopus, ScienceDirect, ERIC, and PubMed Central, published between 2019 and 2026. The review indicates that digital learning readiness-encompassing students' technology-related knowledge, skills, and confidence for academic purposes-does not directly and consistently predict academic performance. Instead, its effect operates largely through learning engagement, defined as students' behavioral, cognitive, and emotional investment in academic activities. Empirical evidence shows that digital learning readiness significantly predicts learning engagement, which in turn is a strong and consistent predictor of academic achievement, whereas digital readiness alone shows a weaker direct path. Based on this synthesis, a conceptual framework and three research propositions are proposed to guide future empirical work. The article concludes that strengthening students' digital learning readiness must be accompanied by pedagogical strategies that actively cultivate learning engagement, particularly in technology-mediated mathematics instruction, and recommends further empirical validation of the proposed model within the Indonesian higher education context.]]>
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