<![CDATA[Purpose – Advancements in digital learning require students to be adequately prepared both psychologically and technologically. However, students’ attitudes toward digital learning have not yet been systematically mapped using data-driven segmentation approaches. This study aims to classify university students based on similarities in their attitudes toward digital learning using the K-Means clustering algorithm and to identify the most influential dimensions distinguishing levels of digital readiness.Methods – This study employed an exploratory quantitative design using survey data collected from 469 university students. Clustering was conducted using the K-Means algorithm implemented in the Orange Data Mining application. Two variable schemes were compared: a limited scheme comprising four constructs (Psychological Traits, Growth Mindset, Learner Motivation & Engagement, and Digital Competence) and a full scheme including six constructs with the addition of Digital Readiness & Mindfulness and Student Satisfaction. Data were normalized using Min–Max normalization, and cluster quality was evaluated using the Silhouette Coefficient.Findings – Results indicate that both schemes consistently produced two optimal clusters representing students with high and low levels of digital learning readiness. The highest Silhouette Coefficient values were obtained at K = 2 for both schemes (0.335 for the limited scheme and 0.323 for the full scheme). Psychological Traits and Learner Motivation & Engagement emerged as the most significant differentiating dimensions between clusters, followed by Digital Competence.Research limitations – The findings are limited to self-reported data and a single institutional context, which may constrain generalizability. Additionally, the cross-sectional design does not capture changes in student attitudes over time.Originality – This study contributes a comparative clustering framework that integrates psychological, motivational, and technological dimensions to map digital learning readiness. The results provide a practical foundation for designing adaptive and personalized digital learning strategies based on student readiness profiles.]]>
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