<p>Technology has the potential to transform higher education by enhancing teaching quality and student engagement, yet challenges remain in its effective integration, particularly in developing countries like Nepal. This study aims to examine the status of motivational and material access to Information and Communication Technology (ICT) among university teachers in Nepal and how these factors influence their digital skills. A cross-sectional survey was employed among 404 teachers of Tribhuvan University (TU) who were teaching Economics subject at undergraduate and graduate level. A list-based sampling technique was employed to ensure the selection of a representative sample. Structural Equation Modeling (SEM) and machine learning were major statistical techniques applied in the research. Random forest regression was used to identify the relative importance of predictors beyond SEM validation. Findings reveal that while teachers demonstrate high motivation toward ICT use, material access to digital resources is limited. Motivational access significantly impacts strategic and informational ICT skills, whereas material access strongly predicts overall ICT skill development. The study underscores the need for policies that ensure equitable ICT infrastructure and targeted professional development to bridge the gap between motivation and actual digital competence in university teaching.</p>