The article is devoted to examining the digital readiness of university educators in the context of the ongoing transformation of higher education. The study's goal is to assess teachers' readiness to use digital tools and technology in their professional activities, based on the characteristics of working in a digital educational environment and the elements that influence this process. During the study, a theoretical examination of domestic and international scholars' scientific works was carried out, and empirical data were gathered based on the findings of a survey performed to university teachers. The data revealed that the vast majority of instructors use digital tools; nonetheless, their level of digital preparation is mostly determined by their own preparedness and intrinsic drive. At the same time, we found out that functioning in a digital educational environment creates a need to change the professional role of teachers, increase the workload and master new competencies. The study’s findings underline the necessity of institutional support, legal frameworks, and regular professional development programs aimed at improving university teachers’ digital readiness