This research investigates the role of Emotional Intelligence (EI), Psychological Security (PS), and Technological Trust (TT) in mitigating the fears of learning digitally with emerging technologies to induce sustainable readiness for digital learning (SDLR) among higher education. This paper employs AI-augmented analysis in conjunction with traditional empirical approaches and investigates the interaction of these spheres within Oman. Key findings revealed that 87.7% of participants had prior experience with digital learning technologies, with 26.2% using electronic devices for 5–7 h daily. AI-based projections highlighted how behavioral shifts in EI, PS, and TT can predict SDLR, providing valuable insights for designing interventions to enhance digital learning readiness. Results indicate that EI can act as a building block for learner adaptability towards digital learning, and PS counteracts resilience and engagement in the virtual context. TT also boosts preparedness by instilling confidence in digital platforms. The current study adds to the developing body of research on sustainable education and provides some insight into the psychological and technological preconditions for optimizing digital learning ecosystems. Our findings highlight the importance of developing emotional and psychological skills among learners in digital education, which are essential for educators and policymakers to create sustainable and long-term strategies in higher education.