In the context of rapid digital transformation of higher education, the problem of students’ psychological readiness for professional activity becomes particularly significant. Changes in the educational environment, the introduction of digital technologies, and the transformation of professional training requirements necessitate the formation of stable psychological readiness for future professional activity among students.

The aim of this study is to theoretically substantiate and empirically examine the psychological readiness of higher education students for professional activity under conditions of digital transformation, as well as to identify the factors influencing its formation.

The methodological framework is based on systemic, activity-based, and competence approaches. The study involved 90 students majoring in pedagogy and psychology. The methods included questionnaires, psychodiagnostic assessment, and statistical data analysis (correlation and comparative analysis).

The results showed that 28% of students demonstrated a high level of psychological readiness, 49% a medium level, and 23% a low level. A statistically significant positive correlation was found between digital literacy and psychological readiness (r = 0.62; p < 0.01). Significant differences were also identified between groups with different levels of digital competence.

The findings confirm the necessity of integrating digital and psychological components in higher education training systems under conditions of digital transformation. The results can be applied in the development of educational programs and psychological and pedagogical support systems for students