World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue I (January 2026), pp.157-164
Jilly C. Noynay
Student of the College of Graduate Studies (MAED-HE)
Palompon Institute of Technology, Palompon, Leyte, Philippines
This descriptive study examined the digital learning readiness of teacher education students and its relationship with perceived quality of education in digital and blended learning environments. Two validated instruments were employed: selected components of the Northstar Digital Literacy Assessment to measure technological competence, and an 18-item questionnaire adapted from Hung et al.’s Online Learning Readiness Questionnaire to assess learning readiness and attitudes. Data were collected from 248 teacher education students at Palompon Institute of Technology–Tabango Campus during the 2025–2026 academic year. Results indicated that students demonstrated an intermediate level of technological competence but a high level of learning readiness and positive attitudes toward digital learning. Students also perceived the quality of education in digital and blended learning environments as high. Pearson correlation analysis revealed significant positive relationships between digital learning readiness and perceived quality of education, with learning readiness and attitudes showing the strongest association. These findings suggest that while technical skills are essential, motivational and attitudinal readiness play a more critical role in shaping students’ educational experiences. Thus, the improvement of quality in teacher education programs depends inherently on strengthening both the technical competence and psychological preparedness of teachers.
Keywords: digital learning readiness
