Pedagogical readiness is one of the fundamental competencies that preservice teachers must possess to meet the increasingly complex and technology-driven demands of 21st-century education. Pedagogical readiness extends beyond mastery of learning theories and encompasses the ability to understand learners' characteristics, design instruction, select appropriate teaching strategies and media, utilize technology, conduct assessments, and reflect on the teaching and learning process.

The shift toward technology-enhanced and digitally mediated learning has transformed the role of teachers from information providers into learning facilitators. This transformation requires students enrolled in teacher education programs to develop pedagogical competencies that are not only conceptually sound but also responsive to technological advancements.

One factor that is expected to influence pedagogical readiness is self-efficacy. Within teacher education, self-efficacy plays a critical role in shaping preservice teachers' confidence in managing learning activities, completing academic tasks, and addressing professional challenges.

In addition to self-efficacy, technology support has become an increasingly important factor. It includes the availability of technological devices, internet access, ease of technology use, perceived usefulness, and comfort in utilizing technological resources.

Another important factor is learning motivation. It represents the internal drive that encourages students to actively engage in learning activities, maintain persistence, and achieve academic goals. Furthermore, the learning environment also contributes substantially, characterized by positive interactions, peer support, and a conducive academic climate.

Finally, digital literacy is a critical competency in modern education, enabling educators to access, evaluate, process, and utilize digital information critically and ethically.

Self-efficacy refers to individuals' beliefs in their ability to perform tasks and achieve specific goals. In higher education, it encourages preservice teachers to develop greater confidence in designing and managing learning processes.

Technology support encompasses infrastructure, access, and institutional support. It is essential for educators to overcome digital divides and implement innovative instructional strategies.

Learning motivation is a psychological factor that fosters self-directed learning and commitment to high-quality teaching practices. It facilitates readiness to adapt to pedagogical changes.

The learning environment provides the social and experiential support necessary to develop teaching competencies. It fosters reflection and collaboration.

Digital literacy supports the development of innovative and learner-centered instruction. It is a prerequisite for effective integration of the Technological Pedagogical Content Knowledge (TPACK) framework.

This study employed a quantitative approach with an explanatory research design to examine causal relationships among the variables. The population consisted of 408 active PGMI students at IAIN Curup selected via stratified random sampling. Data were collected using a structured five-point Likert scale questionnaire.

Analysis was performed using Structural Equation Modeling-Partial Least Squares (SEM-PLS) via SmartPLS software. Evaluation included measurement model assessment (validity and reliability) and structural model assessment (R², effect size, and hypothesis testing via bootstrapping).

The measurement model evaluation confirmed that all indicators were valid and reliable. All constructs achieved Average Variance Extracted (AVE) values exceeding 0.50, and discriminant validity was established using the HTMT criterion.

Structural model evaluation showed that all five hypotheses were supported. Learning motivation had the largest contribution (β=0.301), followed by learning environment (β=0.247), self-efficacy (β=0.176), technology support (β=0.159), and digital literacy (β=0.132). The model reached an R² of 0.787, indicating high explanatory power.

The findings confirm that pedagogical readiness is a multidimensional construct shaped by psychological, environmental, and technological factors. Learning motivation emerged as the strongest predictor, highlighting the necessity for student-centered instructional strategies.

The study provides empirical evidence that integrated development strategies—combining self-efficacy enhancement, adequate technology infrastructure, and conducive learning environments—are essential for preparing future elementary teachers.

The study concludes that self-efficacy, technology support, learning motivation, learning environment, and digital literacy significantly influence the pedagogical readiness of PGMI students. Recommendations include strengthening learning motivation through interactive strategies, improving institutional digital infrastructure, and integrating digital literacy across the teacher education curriculum.