Abstract This study examines how psychological readiness, digital competence, and institutional support influence digital integration in higher education. It aims to (1) analyse the direct and indirect relationships among these factors and (2) explain how they jointly encourage lecturers’ adoption of digital technologies. Using a quantitative approach, data were collected from 123 lecturers across various higher education institutions. The results show that psychological readiness has a significant direct effect on digital competence (β = 0.341, p = 0.001) and digital integration (β = 0.116, p = 0.006). Digital competence mediates the relationship between psychological readiness and digital integration (indirect effect = 0.150, p = 0.003). Institutional support also has a significant direct effect on digital integration (β = 0.466, p < 0.001). These findings validate and extend existing theories by confirming the importance of readiness, competence, and institutional support in digital adoption. The study offers practical insights for designing professional development programmes, strengthening institutional policies, and supporting educators’ psychological readiness for technology integration in higher education.
Mardiana et al. (2026) studied this question.