Against the backdrop of an accelerating digital economy, the deep integration of digital technologies is reshaping teaching paradigms and competency development in higher vocational education. How students’ use of digital technology influences employment satisfaction through learning-process factors has become a central issue. Drawing on log data from the”SuperStar Learning APP”online learning platform at Shenzhen City Polytechnic and a survey administered six months after graduation, this study builds a structural equation model (SEM) to examine the pathways from digital technology use to employment satisfaction, with particular attention to the chain mediation of learning experience and learning engagement. We analyze platform logs and post-graduation employment-satisfaction responses for 236 students from six classes across two semesters in the 2023–2024 academic year in the School of Business and match these records. The results show that both the frequency and quality of digital technology use are positively associated with employment satisfaction. Learning experience and learning engagement operate as significant mediators, and the chain path “experience → engagement → employment satisfaction” is statistically significant. The findings provide evidence and practical guidance for improving vocational education quality and promoting high-quality, adequate employment.