For efficient and durable learning, a learner should have:

Concept

Learning becomes efficient when the learner can process and perform the task, and durable when engagement is strong enough to sustain attention, practice, and recall.

Thus learner readiness combines ability (capacity to learn) with motivation (willingness, effort, and persistence); external opportunities support this process but are not themselves a learner trait.

Application

The stem asks what the learner should have. The phrase “desired level of ability and motivation” includes both the capacity to learn and the drive to engage and persist.

Contrast

• “Ability to learn only” covers capacity but not the learner's willingness and persistence.

• “Requisite level of motivation only” covers willingness and persistence but not task-related capacity.

• “Opportunities to learn only” describes an external condition—access to instruction or practice—rather than both learner-side requirements.

• “Desired level of ability and motivation” combines the two learner-side conditions named by the readiness principle.

Cross-check

If either ability or motivation is missing, one of the two necessary learner-side components is absent; combining them is therefore the most complete offered choice.

Therefore, the best answer is “desired level of ability and motivation.”