The current research aims to identify the relationship between learning agility and psychological empowerment, the relationship between learning agility and work engagement, the relationship between psychological empowerment and work engagement, and to reach the best structural model for the relationships between learning agility, psychological empowerment, and work engagement. The sample consisted of (256) faculty members and their assistants at Zagazig University. The learning agility and psychological empowerment scales (prepared by the researchers) and the work engagement scale (translated and Arabized by the researchers) were applied. By using Pearson's sequential correlation coefficient and the structural equation model (SEM), it was found that there is a statistically significant positive correlation at the level of (0.01) between the dimensions of learning agility and its total score and the dimensions of psychological empowerment and its total score, and there is a statistically significant positive correlation at the level of (0.01) between the dimensions of learning agility and its total score and the dimensions of work engagement and its total score, and also there is a statistically significant positive correlation at the level of (0.01) between the dimensions of psychological empowerment and its total score and the dimensions of work engagement and its total score. There was also a statistically significant direct effect at the level of significance (0.01) of learning agility on psychological empowerment, and a statistically significant direct effect at the level of significance (0.01) of psychological empowerment on work engagement, while there is no direct effect of learning agility on work engagement, while there is a statistically significant indirect effect at the level of significance (0.01) of learning agility on work engagement through psychological empowerment as a mediator variable