Students’ Readiness for Implementing IT/Digitalization Projects

This study examined the determinants of students’ readiness to implement IT/digitalization projects by applying the Technology Readiness Index (TRI) framework. Using a quantitative research design, data were collected from 72 first-year master’s students enrolled in an IT/digitalization project course at a public university in Ghana. Structural Equation Modeling using PLS-SEM was used to test the influence of optimism, innovativeness, discomfort, and insecurity on students’ readiness. Measurement model results confirmed reliability, convergent validity, and discriminant validity of all constructs. The structural model revealed that optimism significantly and positively predicted students’ readiness to implement IT/digitalization projects, while innovativeness, discomfort, and insecurity showed no significant effects. The model demonstrated moderate explanatory power and high predictive relevance. The findings highlight the importance of positive technology beliefs in shaping students’ preparedness for digital project work and offer actionable insights for curriculum design and digital-skills development in higher education.