The rapid digital transformation of the accounting profession has significantly reshaped the expectations from accounting graduates, compelling higher education institutions to redesign curricula and pedagogical approaches. Central to this transformation is faculty readiness, which determines the effectiveness of digital accounting education. This study examines the concept of faculty readiness for digital accounting education, focusing on technological competence, pedagogical adaptability, institutional support, and attitudinal preparedness. Using a conceptual and literature-based research approach, the paper synthesizes prior studies on digital pedagogy, accounting education reform, and faculty development. The findings reveal that while accounting faculty increasingly recognize the importance of digital tools such as cloud accounting, data analytics, ERP systems, and AI-driven platforms, gaps persist in training, infrastructure, and pedagogical confidence. The study proposes a structured faculty readiness framework and offers policy and institutional recommendations to enhance digital capability among accounting educators.