Abstract
The low readiness of university students to implement e-learning during the COVID-19 pandemic is a worrying issue. Lack of motivation and satisfaction in learning coupled with low technological skills are widely revealed as contributing factors. This study examines the role of technological skills, equipment capabilities, user satisfaction, and motivation on e-learning readiness. Furthermore, the study also examines the significance of the mediating role of motivation. The study adopted an ex-post-facto design involving 1052 students as participants. Data is collected from a questionnaire form integrated into the university's e-monev system. SEM-PLS is a data analysis tool with a confidence interval of 97.5%. After being analysed, technology skills, equipment capabilities, user satisfaction, and motivation are proven to play a role in e-learning readiness. Likewise, motivation also succeeded in proving its mediating role in this study. The study's results further clarify that efforts to improve e-learning readiness require digital technology capabilities, equipment capabilities, user satisfaction, and motivation, so vocational education must strengthen these aspects.