Assessment of Digital Literacy, Technology Acceptance, and Online Learning Readiness among Teachers and Students in Higher Education Institutions

Abstract

The present study assesses digital literacy, technology acceptance, and online learning readiness among teachers and students in higher education institutions. Digital literacy refers to the ability to access, evaluate, use, and create information through digital technologies. Technology acceptance reflects the willingness of teachers and students to adopt digital tools based on usefulness, ease of use, confidence, and attitude. Online learning readiness includes technical skills, self-directed learning ability, internet access, device availability, motivation, and institutional support. The study examines how digital competence and acceptance of technology influence participation in online learning environments. It also highlights challenges such as digital divide, lack of training, poor connectivity, limited infrastructure, and resistance to technology. The study concludes that higher levels of digital literacy and positive technology acceptance can improve online learning readiness, teaching effectiveness, learner engagement, and academic performance in higher education.