<![CDATA[The quality of education is inseparable from the readiness of prospective teachers to carry out their professional duties. This study examines the influence of interest in becoming an economics teacher and digital literacy on the readiness to become an economics teacher among Economics Education students at Universitas Negeri Surabaya (UNESA), cohort 2022. Grounded in Bandura's Social Cognitive Theory, interest in teaching is positioned as a personal factor while digital literacy functions as an environmental factor, both of which interact reciprocally to shape the behavioral dimension of teacher readiness. An explanatory quantitative design was employed with total sampling, yielding 93 respondents. Data were collected through a Likert-scale questionnaire and analysed using multiple linear regression with SPSS 27. Classical assumption tests confirmed that the model was free from violations of normality, multicollinearity, heteroscedasticity, and autocorrelation. Results indicate that interest in becoming an economics teacher exerts a positive and significant effect on teacher readiness (β = 0.617; t = 4.203; p < 0.001). Digital literacy similarly demonstrates a positive and significant effect (β = 1.259; t = 6.482; p < 0.001), with a stronger relative contribution (β-standardised = 0.541) compared to interest (β-standardised = 0.351). Simultaneously, both predictors explain 67.6% of the variance in teacher readiness (Adjusted R² = 0.676; F = 96.819; p < 0.001). These findings underscore the need for teacher education institutions to cultivate teaching vocation and strengthen digital competence as strategic pillars in preparing professional economics teachers.]]>
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