<p>This research examines the mediating roles of digital skills and self-efficacy in the relationship between student engagement and technology adoption among Palestinian university students living in low-resource contexts. This study addresses a gap in the literature, as the majority of technology adoption studies have been conducted in rich technological contexts. Although earlier studies have examined the individual effects of engagement, digital skills, and self-efficacy on technology adoption, little has been done to investigate the dual mediating effects of these variables. A quantitative survey was conducted among undergraduate and graduate students at Palestinian universities in the West Bank. The proposed mediation model was tested using structural equation modeling, and results suggest that student engagement is a significant predictor of digital skills and self-efficacy, which in turn positively affect the adoption of technology. The direct effect of engagement on adoption was non-significant, which means that it is competence and confidence that facilitate adoption the most. These results extend Social Cognitive Theory and technology adoption frameworks by showing that competence and confidence are both parallel mediators in low-resource contexts. Practically, the results imply the need for institutional strategies that simultaneously strengthen students’ digital skills and self-efficacy to support effective technology adoption.</p>