The adoption of digital collaboration in higher education depends on students' ability to engage with Technology-Enhanced Learning Environments (TELE). Self-regulated learning (SRL) plays a crucial role in facilitating this adoption, yet its relationship with technology readiness and acceptance remains underexplored. This study investigates how SRL strategies, measured using the Learning Strategies in Studies – short Version (LIST-k) relate to students’ technology readiness and acceptance in collaborative TELE (cTELE) using the Technology Readiness and Acceptance Model (TRAM). Based on a quantitative analysis of students in an IS course, we examine correlations between LIST-k and TRAM constructs, revealing that metacognitive regulation and concentration significantly influence perceived usefulness and attitude toward cTELE. Findings suggest that SRL skills can enhance students’ adoption of TELE. The study contributes to educational technology research by integrating LIST-k into TRAM and providing valuable insights for the design of cTELE.