Digital Learning Readiness and Student Engagement in Higher Education: A Model for Effective Educational Technology Adoption

Digital learning has moved from a supplementary mode of delivery to a central component of higher education, yet access to educational technology does not automatically translate into meaningful learning or sustained student engagement. This paper develops an integrated model of digital learning readiness and student engagement by synthesizing evidence across educational-technology adoption, online and blended learning, digital literacy, self-efficacy, learning analytics, learning management systems, and engagement research. The synthesis examines four key readiness dimensions—digital competence, technology self-efficacy, technology attitude and perceived usefulness, and facilitating conditions—and four major engagement dimensions—behavioral, cognitive, emotional, and social or collaborative engagement. Across the evidence, technology adoption is consistently associated with perceived usefulness, usability, quality, support, and students' confidence in using digital tools; however, engagement outcomes depend strongly on pedagogical design, interaction, feedback, and learners' ability to use technology strategically. The findings therefore support a sequential model in which digital readiness enables effective educational-technology use, while effective use transforms technological capability into meaningful engagement. The model also positions institutional support, accessibility, and equitable access as important boundary conditions shaping outcomes. The paper contributes a practical framework for institutions seeking to move beyond technology provision toward student-centred digital learning environments and identifies priorities for future research, particularly empirical validation across diverse higher education contexts.