Purpose This study investigates the role of technology readiness in mediating the relationship between digital transformation and technology innovation on curriculum development in Indonesian higher education institutions. Although national programs such as Kampus Merdeka and SPADA Indonesia aim to promote innovation and digital literacy, curriculum reform remains inconsistent across institutions. Design/methodology/approach Using a quantitative design and a sample of 200 respondents, data were analyzed through partial least squares structural equation modeling. Findings The findings reveal that digital transformation has both direct and indirect effects on curriculum development, mediated by technology readiness. In contrast, technology innovation only exerts an influence when mediated through readiness. The results suggest that innovation efforts alone may be ineffective unless institutional capacity, digital infrastructure, and strategic alignment are in place. Research limitations/implications From a policy standpoint, the findings underscore the need to invest in readiness-building frameworks to ensure that national digitalization policies translate into sustained curriculum innovation. Practical implications are offered for university leaders and policymakers in developing higher education systems. Originality/value This study contributes to theory by reconceptualizing technology readiness not merely as a contextual enabler but as a strategic institutional capability that actively shapes how transformation and innovation influence educational outcomes.
Jafar Basalamah (2026) studied this question.