Student Digital Readiness Amidst the National Energy Emergency, Sy 2025–2026

Assessing student digital readiness is essential for maintaining educational continuity and equity during emergency disruptions, such as the National Energy Emergency. Anchored in the Digital Divide Theory and Technology Acceptance Model (TAM), this study evaluated student digital readiness at Aldersgate College Inc. for Academic Year 2025–2026. This study used a quantitative descriptive survey design and gathered responses from N = 866 collegiate students across 13 academic programs and four-year levels. Data were analyzed using frequency and percentage distributions. Results revealed significant infrastructure bottlenecks: over half of respondents (58.55%) rely solely on smartphones for schoolwork, and less than half (44.46%) possess stable broadband internet, with 41.80% depending on prepaid mobile data. As a result, most students demonstrated basic digital literacy (64.09%), while 10.28% required external technical guidance. Spatial constraints were also prevalent, as 53.58% lacked a quiet study environment. Statistical testing rejected the null hypotheses, confirming significant disparities across academic levels and a strong positive relationship between infrastructure access and digital capability. To prevent academic exclusion, the institution must transition from synchronous, bandwidth-heavy setups toward low-bandwidth asynchronous models—such as offline digital course packets, curated resource bundles, extended submission windows, and campus digital study hubs.