<![CDATA[Abstract Digital transformation in Indonesian higher education requires learning designs that not only place teaching materials on online platforms, but also strengthen interaction, collaboration, and student engagement. This study examines SPADA Indonesia-based digital collaborative learning through a quantitative model linking collaborative interaction quality, teaching presence, platform quality, digital readiness, student engagement, and perceived learning outcomes. An explanatory survey was conducted with 352 valid student responses using a five-point Likert scale. Data were analyzed through descriptive statistics, construct validity and reliability testing, and hypothesis testing. The results show that all variables were in the high category, with platform quality obtaining the highest mean (M = 4.185; SD = 0.628) and digital readiness the lowest mean (M = 3.826; SD = 0.576). All constructs met validity and reliability criteria, with indicator loadings of 0.716-0.880, AVE of 0.564-0.704, composite reliability of 0.886-0.934, and Cronbach's alpha of 0.844-0.915. Hypothesis testing indicates that collaborative interaction quality had a positive but nonsignificant effect on student engagement (β = 0.056; p = 0.225). In contrast, teaching presence (β = 0.142; p = 0.018), platform quality (β = 0.410; p < 0.001), and digital readiness (β = 0.353; p < 0.001) significantly predicted student engagement, explaining 74.4% of its variance. Student engagement significantly affected perceived learning outcomes (β = 0.743; p < 0.001; R² = 0.553). The findings indicate that platform quality and digital readiness are the dominant determinants of student engagement in SPADA-based digital collaborative learning, while collaborative interaction needs more structured pedagogical design. Arbaugh, J. B., Cleveland-Innes, M., Diaz, S. R., Garrison, D. R., Ice, P., Richardson, J. 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