The rapid institutionalisation of hybrid working following the COVID-19 pandemic has transformed how work is organised and experienced in higher education, yet employee readiness for hybrid working remains under-theorised, particularly within universities of technology and Global South contexts. This article addresses this gap by developing a conceptual framework that explains employee readiness for hybrid working in contemporary higher education. Adopting a qualitative research design of a literature review genre, the study systematically synthesised interdisciplinary scholarship drawn from reputable academic databases, including Scopus, Web of Science, ERIC, EBSCOhost, ScienceDirect, and Google Scholar. The literature search employed key terms such as hybrid work, hybrid working, remote and hybrid work, employee readiness, change readiness, digital readiness, higher education, university staff, and universities of technology. A qualitative literature review approach was justified because the study sought to integrate and interpret diverse theoretical and empirical perspectives to generate conceptual insight rather than test predefined hypotheses. Through thematic synthesis, the study identifies organisational and institutional enabling conditions, interconnected readiness dimensions, and hybrid work outcomes, and integrates these elements into a multidimensional, dynamic conceptual framework. The framework conceptualises employee readiness as an emergent organisational condition shaped by the interaction of technological, competence, psychological, motivational, cultural, social, job, and engagement dimensions. The article contributes to future-of-work and higher education scholarship by offering a holistic, context-sensitive theorisation of employee readiness and by providing a foundation for more sustainable, human-centred hybrid working policies and practices in higher education.