This study involves the development and validation of a survey that measures college students’ digital readiness for academic engagement in terms of their perceived digital competencies for academic work. Both exploratory and confirmatory analyses were employed to assess the factorial structure of the Digital Readiness for Academic Engagement (DRAE) Scale. The participants in this study were undergraduate students enrolled in a Korean university. The data were randomly split into two groups. The results of the exploratory factor analysis indicated a five-factor structure. In addition, confirmatory factor analysis found that the predicted model had an acceptable fit. The results are discussed, and implications for educational approaches in higher education are provided.
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