<![CDATA[The integration of interactive learning media in higher education requires lecturers to possess adequate technological, pedagogical, digital, and motivational readiness. This study aimed to assess the overall readiness of lecturers to utilize interactive learning media in Indonesian language teaching at Universitas Islam Labuhan Batu and to identify the strongest and weakest dimensions of their readiness. A quantitative approach with a descriptive survey design was employed. The participants consisted of five lecturers in the Indonesian Language Education Study Program, selected using a total sampling technique. Data were collected through a 20-item questionnaire covering four dimensions: technological readiness, pedagogical readiness, digital competence, and motivational readiness. The data were analyzed using descriptive statistics, including mean scores, percentages, and standard deviations. The findings revealed that the lecturers demonstrated a high overall level of readiness, with a mean score of 3.89 (77.8%). Technological readiness scored 3.92 (78.4%), digital competence 3.76 (75.2%), and pedagogical readiness 3.64 (72.8%), all categorized as high readiness. Motivational readiness emerged as the strongest dimension, with a mean of 4.24 (84.8%), categorized as very high, while pedagogical readiness was the weakest dimension. These findings indicate that the lecturers have a strong foundation for implementing interactive learning media, particularly in terms of motivation and technological capability. However, further professional development is needed to strengthen pedagogical integration and ensure that interactive media are used strategically to support meaningful Indonesian language learning.]]>
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