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Abstract
The success of digital learning initiatives is heavily dependent on teachers' ability to use digital tools, create pedagogically effective learning experiences, and master their subject matter. This study used a quantitative research approach with a descriptive survey design to investigate the role of teachers' competence as a predictor of their readiness for digital learning. The study included 208 randomly selected college teachers. The study made use of a 30-item self-made questionnaire. Content validity was ensured through evaluations by the experts, and feedback was incorporated into the final instrument. A pilot test with 30 participants resulted in acceptable internal consistency. The data were analyzed with both descriptive and inferential statistics. The findings revealed a significant and strong level of competence and readiness for digital learning among educators. Consistently high mean scores across various competencies indicate uniform proficiency in integrating digital tools into teaching. Additionally, the analysis showed strong, statistically significant positive relationships between various dimensions of competence and readiness for digital learning, with high correlation coefficients and a predictive power coefficient. This emphasizes the importance of teachers' competence in their readiness for digital learning.
