This paper describes the maturity of tertiary education institutions (HEIs) in integrating practice-based e-learning with disruptive technologies (DT). It identifies gaps that hinder the transition to DT facilitated practice-based elearning. Within the scope of the project e-DIPLOMA, a self-evaluation questionnaire was developed and an online survey was carried out in the project partner countries. Collected dataset incorporated responses from 87 technical and didactic support personnel, 327 educators and 433 students from 92 tertiary education institutions. To describe the current state of maturity of HEIs to facilitate practical elearning with DT, mean values of the key components were calculated. A t-test was used to identify statistically significant differences in responses between groups of respondents. The use of DT in practice based elearning is hindered by the lack of sufficient infrastructure in HEIs, with further constraints arising from limited lecturer involvement in training, communities of practice, and in external collaborations. The findings reveal that educators have limited experience with teaching using DT. A rather positive attitude from all participant groups towards the positive impact of engaging DT both learning and sustainability perspectives..