Rethinking Digital Readiness in Higher Education: A Behavioural–Institutional Framework for Transformation

Purpose – This paper addresses the persistent gap between digital capacity and transformation in higher education by reconceptualising digital readiness as a multilevel socio-technical capability rather than a static measure of technological assets. Design/methodology/approach – Using a critical conceptual synthesis of digital readiness literature, the study identifies key theoretical and methodological limitations and develops the Behavioural–Institutional Framework for Transformation (BIFT), which integrates behavioural, leadership, and institutional dimensions of readiness. Findings – Digital transformation outcomes depend on the alignment of behavioural readiness (e.g., self-efficacy, unlearning, resilience), leadership readiness (e.g., strategic vision, orchestration), and institutional readiness (e.g., digital culture, psychological safety, technical debt). This alignment generates digital transformation preparedness, a distinct construct that better explains sustained transformation than conventional readiness measures. Originality/value – The paper advances theory by distinguishing readiness from preparedness and positioning cross-level alignment as the central mechanism of digital transformation. It also proposes the Behavioural–Digital Readiness Index (BDRI) as a multi-method agenda for assessing preparedness through context-sensitive and performance-oriented indicators.

Digital Readiness; Higher Education; Digital Transformation

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