Mediating Role of Cognitive Unlearning in the Relationship between Digital Readiness and Digital Transformation Preparedness

Purpose: This study examines whether cognitive unlearning mediates the relationship between digital readiness and digital transformation preparedness in higher education institutions. Methodology: Guided by the Behavioural–Institutional Framework for Transformation (BIFT), the study analysed survey data from 384 academic and management staff across 30 polytechnics and universities in Northeast Nigeria using structural equation modelling and multi-group analysis in JASP. Findings: Digital readiness significantly predicted transformation preparedness (β = .284, p < .001), but the effect was partially mediated by cognitive unlearning (indirect effect β = .299). The model explained 52.4% of the variance in preparedness, and the unlearning–preparedness link was stronger in Federal than in State-owned institutions (Δβ = .14, p = .032). Originality/value: The study validates BIFT in a resource-constrained, post-conflict context and shows that digital transformation depends not only on infrastructure, but also on cognitive unlearning as a micro-foundational condition for preparedness

Digital Readiness, Digital Transformation Preparedness, Cognitive Unlearning, Higher Education, BIFT Framework

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