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The main purpose of this study is aimed to estimate the mediating role of student engagement in the structural relationships between students' field of study choice, learning readiness and academic competence of undergraduate students in higher education.

In the study process, a correlational design was employed. Data were collected from 419 participants who were selected through a simple random sampling technique. Structural equation modeling (SEM) was used to analyze the data.

The study findings showed neither field of study choice nor learning readiness has a significant direct effect on student's academic competence. However, when student engagement, entered the relationships between “field of study choice and academic competence” as well as “learning readiness and academic competence”, the indirect effects became significant. Both conditions, therefore, suggesting student engagement had a full mediation role in the structural relationship models.

Based on the results, it can be concluded that student engagement is shown as one of the key variables used to comprehend how students develop competence in the teaching-learning process. Hence, teachers and academic administrators could use engagement as a strong instrument to optimize students' learning and academic competence to enhance their academic success.

In today’s educational landscape, technology has become an undeniable force in shaping pedagogical approaches and even the definition of learning itself. But this path contains many obstacles. Within the higher education ecosystem, the digital divide – the disparity in access and use of technology – is proving to be a significant barrier for educational institutions, particularly in developing countries. Hence, the current study attempts to understand the digital divide and its associated consequence on educational in(equity) in higher education, particularly within the context of developing countries.

Using a systematic review methodological approach, this study illuminates the complex dimensions of the digital divide and its associated educational impact in higher education based on the social justice theoretical perspective.

Key findings of the study show that the affordability of digital devices, infrastructure limitations and limited digital literacy are the main drivers of the digital divide. It has also been understood that the digital gap impairs teachers’ pedagogical approaches; thereby, this has a detrimental consequence on students’ learning engagement and academic achievement. More severely, the digital divide exacerbates existing educational disparities disproportionately, impacting students particularly from marginalized communities that already face automated inequality.

The study makes some encouraging recommendations for interventions to close the digital divide and reduce its effects on education. These include the implementing of initiatives that minimize access to and use of digital gaps; establishing long-term infrastructure investments to address connectivity issues; and creating adaptable support systems to deal with technical issues. By applying these and related approaches, higher education can bridge the digital divide and promote fair and inclusive learning opportunities, ultimately leading to equitable learning environments for all.