Digital Learning Readiness and Its Impact on Academic Engagement among Pre-Service Teachers in Malaysia: A Mixed-Methods Study

Digital learning readiness has become a critical determinant of academic engagement in higher education, particularly among pre-service teachers navigating increasingly technology-mediated environments. This mixed-methods study investigates the level of digital learning readiness and its impact on academic engagement among pre-service teachers in Malaysia. Quantitative data were collected through structured surveys assessing digital competence, self-efficacy, and learning management system usage, while qualitative insights were obtained through semi-structured interviews to explore students’ lived experiences. Findings indicate that while pre-service teachers demonstrate moderate to high levels of digital readiness, disparities remain in pedagogical application and critical digital skills. The study further reveals a significant positive relationship between digital readiness and behavioral, emotional, and cognitive engagement. These findings underscore the importance of strengthening digital competencies within teacher education programs to ensure meaningful engagement and effective learning outcomes in digital contexts.