Introduction Despite extensive research on educational technology adoption, critical gaps remain in understanding how faculty readiness intersects with Generation Z's distinctive learning preferences, particularly regarding the theoretical mechanisms linking technological competence to pedagogical transformation. Existing literature lacks comparative frameworks that synthesize infrastructure, institutional, and psychological dimensions of digital readiness across diverse contexts. This systematic review addresses these gaps by developing an integrative conceptual model that examines faculty readiness as a multidimensional construct encompassing technological competencies, institutional enablers, and generational pedagogical alignment. Methods Following PRISMA guidelines, we analyzed 42 empirical studies (January 2020–March 2025) from Scopus and Web of Science databases. Results Our critical synthesis reveals that faculty readiness operates through three interconnected mechanisms: (1) infrastructural foundations (internet access, hardware-software integration) that enable baseline digital engagement; (2) institutional policy architectures (transformation strategies, incentive systems) that sustain motivation; and (3) cultural-organizational contexts (innovation culture, workload management) that mediate resistance or adoption. We demonstrate that disciplinary contexts (STEM vs. social sciences) and geographic locations create systematic variation in readiness patterns. Intrinsic motivation mechanisms produce more sustainable outcomes than extrinsic incentives, challenging prevailing policy assumptions. Discussion The study's theoretical contribution lies in identifying critical misalignments between faculty competencies and Generation Z's mobile-first, interactive learning expectations, particularly in adaptive learning systems and advanced digital pedagogy. Our integrative framework provides actionable guidance for developing context-sensitive assessment tools and targeted intervention strategies, advancing both theory and practice in higher education digital transformation. The findings establish a foundation for future comparative studies examining readiness models across institutional types and cultural contexts.
Masalimova et al. (Wed,) studied this question.