Digital transformation, entrepreneurial competence, and future job prospects in engineering education

The accelerating digitalization of higher education has outpaced our understanding of how such transformations affect students’ career outcomes. This quantitative study integrates Social Cognitive Theory (SCT), Diffusion of Innovation Theory (DOI), and Experiential Learning Theory (ELT) to examine how Digital Transformation Initiatives (DTI) influence Future Job Prospects (FJP) among senior engineering students. Surveying 567 students and applying covariance-based structural equation modeling, we find that DTI significantly improves students’ career readiness both directly and indirectly. Two key mediators explain this relationship: (1) Entrepreneurial Competence (e.g., creativity, adaptability, opportunity recognition), which enhances employability; and (2) Perceived Ease of Learning (PEL), which boosts engagement and self-confidence with new technologies. These results underscore the value of combining user-friendly digital tools with entrepreneurial skill development in engineering education. For educators and policymakers, the findings support the adoption of learner-centered digital strategies that improve technological fluency, entrepreneurial capacity, and labor-market confidence. Theoretically, this study bridges SCT, DOI, and ELT by showing that digital innovations perceived as low in complexity can create impactful ‘learning-by-doing’ experiences, building students’ self-efficacy and practical skills. In turn, these experiences enhance their readiness for careers in fast-changing, tech-driven industries.