  Along the rapid development of Information and communication technology (ICT)
tools and growth of Internet access offer opportunities that facilitate
teaching and learning activities in the context of higher education. However,
the study of ICTs readiness and acceptance in Somalia higher education is
meagre. This research aims to examine the current state of ICT readiness among
university students and explores the factors that affect their readiness
acceptance. It proposes an extended model, based on the Technology Acceptance
Model (TAM), which explains how University students beliefs influence their
readiness to accept ICT applications in their learning. Survey responses of 304
students from undergraduate and Graduate in Somalia higher education were
collected and analyzed using structural equation modelling. The results of the
data analysis demonstrated that the TAM explained university students readiness
acceptance of ICT applications reasonably well. More specifically, perceived
usefulness, Ease of Use, ICT Selfefficacy, Teaching-Learning autonomy, Students
Optimism and Availability of ICT infrastructure are robust predictors of
Students ICT readiness acceptance. Results also showed that internet
affordability, network speed and quality, innovativeness, discomfort and
insecurity do not have a meaningful effect on perceived usefulness and Ease of
Use towards ICT readiness acceptance. Through the empirical results, this study
helped us understand why students choose to engage in ICT applications for
their learning context. Keywords: ICT readiness acceptance, Higher
education,Teaching- Learning, Technology Acceptance Model
