<![CDATA[This study aimed to examine the effects of self-efficacy, technology support, learning motivation, learning environment, and digital literacy on the pedagogical readiness of students in the Primary Teacher Education Program (PGMI) at IAIN Curup. A quantitative survey design was employed, involving 408 students selected through stratified random sampling. Data were collected using a structured questionnaire and analyzed through Structural Equation Modeling–Partial Least Squares (SEM-PLS). The results indicated that all constructs met the required validity and reliability criteria. Hypothesis testing revealed that self-efficacy, technology support, learning motivation, learning environment, and digital literacy each had a positive and significant effect on students’ pedagogical readiness. Among these factors, learning motivation emerged as the strongest predictor, followed by learning environment, self-efficacy, technology support, and digital literacy. The findings further demonstrated that the proposed model possessed substantial explanatory power, with an R² value of 0.787, indicating that 78.7% of the variance in pedagogical readiness was explained by the five predictor variables, while the remaining variance was attributable to factors outside the model. The study concludes that pedagogical readiness is shaped by the interaction of psychological, environmental, and technological factors. These findings provide important implications for developing more comprehensive and adaptive teacher education programs to meet the demands of twenty-first-century education]]>
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