As contemporary economies increasingly transition toward digitally mediated work ecosystems, employability has evolved beyond conventional career preparedness to include technological adaptability, virtual collaboration, and digital competency integration. The present study examined vocational attitude maturity and digital employability readiness among open and distance university students. A descriptive survey method with a quantitative research approach was adopted for the study. Data were collected from 273 respondents through purposive sampling using two researcher-constructed scales: the Vocational Attitude Maturity Scale and the Digital Employability Readiness Scale. Statistical analysis was conducted using IBM SPSS Statistics Version 26 and IBM SPSS Amos through descriptive statistics, Cronbach’s Alpha, Spearman’s Rank Correlation, Mann-Whitney U Test, Kruskal-Wallis H Test, Exploratory Factor Analysis, and Confirmatory Factor Analysis. The findings revealed moderate levels of vocational attitude maturity and digital employability readiness among respondents. Reliability analysis established acceptable internal consistency for the Vocational Attitude Maturity Scale (α = .742) and the Digital Employability Readiness Scale (α = .704). The study further identified a weak negative but statistically significant relationship between vocational attitude maturity and digital employability readiness (ρ = −0.123, p < .05). Non-parametric analyses indicated no statistically significant differences across selected demographic variables. Exploratory and confirmatory factor analyses confirmed satisfactory construct validity and multidimensional factor structures for both scales. The study concludes that vocational maturity alone may not sufficiently prepare learners for digitally evolving labour markets unless integrated with digital literacy, technological adaptability, and virtual workplace competencies. The findings highlight the need for competency-oriented and digital