This study aims to elaborate the structural model of factors affecting access to digital technology in the context of vocational school teachers (VSTs) based on their geographical areas (urban and suburban). We used surveys for data collection; the instrument was translated, piloted, and validated. For the analysis, we utilized two partial least square structural equation model (PLS-SEM) main procedures, measurement, and structural model. Effect sizes (f[superscript 2]) and coefficient determination (R[superscript 2]) supported the relationship assessment of the structural model. The validity and reliability of the scale (urban and suburban) were valid and reliable based on the measurement model. Nine significant relationships were confirmed, perceived by urban and suburban teachers respectively. Meanwhile, one hypothesis was rejected. Urban teachers perceived stronger correlations than suburban teachers. By elaborating on the proposed model's path analyses, this research can enhance the understanding of access to digital technology, especially in the context of vocational education in developing countries.