This study aimed to determine the readiness of university students for online learning by developing and validating a multidimensional instrument, the Readiness for Online Learning Scale (ROLS). The research adopted a qualitative approach based on quantitative data, involving 297 university students selected through random sampling. Data were collected using the ROLS and analyzed through exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to establish the construct validity of the ROLS model. One-way ANOVA was conducted to investigate the impact of demographic variables on online learning readiness. The ROLS was validated in two dimensions: computer literacy (CL) and computer-based self-confidence (CSC). The results indicated that students' levels of readiness were high in both dimensions. Additionally, students' self-confidence in using computers significantly influenced their readiness in CL and CSC. No significant differences were found in readiness between genders or among students from different faculties. The study concluded that university students have high readiness in CL and CSC, suggesting that they are well-prepared for online learning environments. The findings have implications for educators and policymakers in enhancing the effectiveness of online learning initiatives.This study aimed to determine the readiness of university students for online learning by developing and validating a multidimensional instrument, the Readiness for Online Learning Scale (ROLS). The research adopted a qualitative approach based on quantitative data, involving 297 university students selected through random sampling. Data were collected using the ROLS and analyzed through exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to establish the construct validity of the ROLS model. One-way ANOVA was conducted to investigate the impact of demographic variables on online learning readiness. The ROLS was validated in two dimensions: computer literacy (CL) and computer-based self-confidence (CSC). The results indicated that students' levels of readiness were high in both dimensions. Additionally, students' self-confidence in using computers significantly influenced their readiness in CL and CSC. No significant differences were found in readiness between genders or among students from different faculties. The study concluded that university students have high readiness in CL and CSC, suggesting that they are well-prepared for online learning environments. The findings have implications for educators and policymakers in enhancing the effectiveness of online learning initiatives.