<![CDATA[Purpose – This research investigates how immersive learning is associated with occupational safety readiness by considering safety engagement and contextual learning as two mediating pathways among vocational students. Method – Survey data from 576 vocational high school students in South Sulawesi were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) in SmartPLS 4.0 to estimate the relationships specified in the proposed model. Findings – Higher levels of immersive learning were associated with safety engagement (β = 0.863, p < 0.001), contextual learning (β = 0.887, p < 0.001), and occupational safety readiness (β = 0.147, p = 0.023). Occupational safety readiness was also positively related to safety engagement (β = 0.237, p < 0.001) and contextual learning (β = 0.556, p < 0.001). Significant indirect associations were identified through safety engagement (β = 0.205, p < 0.001) and contextual learning (β = 0.493, p < 0.001). Research implications – The results highlight the value of combining immersive learning with instructional practices that encourage active participation in safety learning and connect educational experiences with authentic workplace contexts. Originality – By incorporating two distinct mediating processes within a single framework, this study provides an integrated explanation of how immersive learning relates to occupational safety readiness in vocational education.]]>
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