The purpose of this research are to (a) examine the academics’ perceptions toward digital transformation readiness, more specifically academics’ preparedness to embrace a digital culture, (b) investigate if there are significant differences in these perceptions based on the academics’ demographic variables such as gender, age, academic status and academic discipline, and (c) investigate the factors that affect academics’ digital transformation readiness and their significant role in determining student engagement and intention to use technology. A structured questionnaire was designed in Google Forms covering the perceptions of the teachers regarding blended teaching and learning. The study collected 165 responses through online surveys from academics of a public university in Mauritius. The data was analyzed descriptively and inferentially to validate the model and perform regression analysis and ANOVA. The findings showed that only digital acceptance and digital competence influenced the intention to use digital technology amongst academics.