<![CDATA[Digital transformation has altered how universities design learning, assessment, academic services, and student engagement. However, the readiness of Islamic higher education institutions to implement smart learning cannot be explained only by infrastructure or platform availability; it also depends on students' digital literacy, ethical awareness, self-regulated learning, and institutional support. This article aims to explore the relationship between digital literacy and smart learning readiness in Islamic higher education. The study used a literature review method by synthesizing peer-reviewed articles on digital literacy, online learning readiness, smart learning environments, digital transformation, and Islamic higher education. The findings indicate that digital literacy functions as a foundational capability that influences smart learning readiness through four pathways: technical-operational readiness, information and critical evaluation readiness, communication-collaboration readiness, and ethical-value readiness. In Islamic higher education, smart learning readiness must integrate technological competence with adab, academic integrity, responsible digital citizenship, and value-based learning design. The article proposes a conceptual model linking digital literacy dimensions with smart learning readiness indicators.]]>
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