This study aims to develop a thorough understanding and assessment of the mobile learning readiness (MLR) construct in higher education settings. This study conceptualizes MLR as an eight-dimensional construct encompassing self-directed learning ability, self-efficacy in using mobile learning, mobile learning effort expectation, mobile learning system expectation: mobility, interaction, mobile learning effectiveness expectation, knowledge acquisition expectation, and mobile learning facilitating conditions. Through a rigorous scale development methodological validation--including exploratory and confirmatory factor analyses, structural equation modeling, and measurement invariance testing up to scalar level--a 28-item mobile learning readiness scale (MLRS) using data from 2,368 Chinese college students is established. This research not only advances the theoretical underpinnings of MLR but also provides a pragmatic tool for educational stakeholders to assess and enhance mobile learning readiness.