<![CDATA[Purpose – This study examines how website quality relates to student trust, student engagement, and the use of student-developed websites for product promotion, with trust and engagement as parallel mediators. It focuses on course projects in which students act as both website developers and users. Methods – An explanatory survey involved 149 purposively selected students at Universitas Negeri Makassar who had participated in website-development instruction in a Computer Applications course. Responses to 36 items rated on a five-point Likert scale were analyzed using partial least squares structural equation modeling (PLS-SEM) in SmartPLS 4. Direct and indirect effects were tested with two-tailed bootstrapping using 5,000 subsamples. Findings – Website quality was positively related to trust (β = 0.579), engagement (β = 0.419), and website use (β = 0.257). Trust (β = 0.373) and engagement (β = 0.349) were also positively related to website use. All five direct relationships were significant (p < 0.001). The indirect effects through trust (β = 0.216) and engagement (β = 0.146) were also significant (p < 0.001), indicating partial mediation through both constructs. The model explained 59.6% of the variance in website use. Research implications – The single-institution, self-report design limits generalizability. Website-development instruction should strengthen information quality, usability, visual design, and interactivity while building trust and engagement in ongoing website management and product promotion. Originality – This study tests belief-based trust and participation-based engagement as complementary parallel pathways linking website quality to use in course-based website projects.]]>
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