The mastery of pedagogical analytical and digital literacy (PADL) emerges as a foundation, allowing higher education institutions (HEIs) faculty to navigate the challenges of the digital realm and modify teaching methods to meet the various learning needs of the students. This study aimed to explore the need for analytical literacy for faculty in HEI and, therefore, explored the impact of HEI faculty's PADL on their readiness for and adoption of learning analytics to enhance students' learning experiences and faculty's teaching. The Original Technology Adoption Model (TAM) was introduced as a conceptual framework, as well as the purpose of the study and its five research questions. However, resistance may arise due to the time investment required for training, potential discomfort with new technologies, and concern about changing traditional teaching methods. HEI faculty may also feel overwhelmed by the perceived complexity of digital tools, mainly if adequate support and resources are not provided. Managing these barriers is necessary for successfully integrating PADL into higher education. This study uses a quantitative approach and survey research methodology. Participants were 244 HEI Faculty members from the US, Europe, and Asia. Inferential statistical analyses -- independent samples t-tests, one-way ANOVAs, and multiple hierarchical regressions were conducted. The results of this study revealed mixed insights into the readiness and adoption of Learning analytics in HEI for the Faculty. These findings signal a complex relationship between institutional and individual factors affecting HEI faculty engagement with LA, pointing to the need for more targeted resources and potentially different analytical approaches. HEIs can use these insights to prioritize support structures, foster a positive technology culture, and invest in professional development. At the same time, future research can explore additional variables and relationships to understand better and promote LA adoption. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]