Exploring Factors Influencing Teacher Readiness and Perceptions Towards Digital Learning Technology: A Systematic Literature Review

Abstract

This study aims to synthesize existing research on the factors influencing teacher readiness and perceptions towards the adoption and integration of digital learning technologies in higher education. The review seeks to identify key personal, pedagogical, institutional, and technological determinants that shape how faculty engage with digital tools in their teaching practice. Drawing from established theoretical frameworks such as the Technology Acceptance Model (TAM), Unified Theory of Acceptance and Use of Technology (UTAUT), and Technological Pedagogical Content Knowledge (TPACK), the review ultimately seeks to inform an integrated conceptual model for future empirical testing. A systematic literature review with qualitative thematic analysis was conducted on peer-reviewed journal articles published in Scopus, Web of Science, ERIC, and Google Scholar between 2010 and 2024. The review identified six major clusters influencing teacher readiness and perceptions toward digital learning technologies in higher education. Cognitive Readiness emerged as a critical determinant, encompassing teachers’ perceptions of usefulness, ease of use, prior experience, and self-efficacy in using digital tools. Pedagogical Readiness highlighted the importance of integrating technology with content and pedagogy. Affective Readiness reflected both the emotional attitudes and anxieties teachers experience when engaging with technology. Institutional Readiness underscored the significance of institutional support through resources, leadership, training, and collegial encouragement. Behavioral Intention to Use Technology was identified as a key outcome shaped by these factors, indicating the future likelihood of sustained technology use. Finally, the Technical Environment addressed the reliability, accessibility, and adaptability of the digital infrastructure, further influencing teacher engagement with technology.