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This study examines Teacher Digital Competence, Learning Agility, Student Engagement, and Academic Performance and integrates them into the theoretical framework. A survey methodology was used to create and validate instruments for reliability and validity. Content validity index, face and content validity, and confirmatory factor analysis were used for validation. The investigation included 230 non-sample respondents to guarantee generalizability. Then, the measurement model was created. The questionnaire was presented to 382 individuals after validation. They were among 10,200 Jambi Province vocational school (SMK) and high school (SMA) instructors. The data was then analyzed using PLS-SEM. This study examined significant educational performance indicators in detail. Teacher digital competence was investigated for its effects on learning agility, student engagement, and academic performance. Teacher Digital Competence did not significantly impact Learning Agility (β = 0.490, p = 0.431), Student Engagement (β = 0.595, p = 0.722), or Academic Performance (β = 0.306, p = 0.582). Findings indicate that Learning Agility (β = 0.236, p < 0.001) and Student Engagement (β = 0.094, p < 0.001) positively effect Academic Performance. Learning Agility and Student Engagement are crucial to academic performance, however Teacher Digital Competence may indirectly affect these aspects or warrant more study.It emphasizes the complex interaction of various elements and the need for holistic approaches to improve academic achievements in the digital age. This diverse educational landscape's intricate dynamics and potential mediating elements warrant further study.