Teachers’ Readiness and Professional Development for Technology Integration in the 21st-Century Nigerian Classroom

Abstract

The 21st-century classroom is defined by digital transformation, shifting pedagogies, and a dynamic learning environment that calls for technologically competent teachers. This study investigates teacher readiness and professional development (PD) for technology integration within Nigerian secondary schools. Despite policy efforts and infrastructure initiatives, many Nigerian teachers remain unprepared to integrate digital tools effectively, revealing a gap between policy expectations and classroom realities. This research adopts a mixed-method design—combining survey and interview data—to analyze teachers’ levels of technological, pedagogical, and content readiness using the Technological Pedagogical Content Knowledge (TPACK) framework. Findings from simulated empirical data highlight low-to-moderate readiness levels, with significant disparities across urban and rural schools. The study underscores the importance of continuous professional learning, institutional support, and policy realignment toward contextualized, inclusive, and technology-enabled education. The paper concludes with a strategic readiness checklist and professional development framework tailored for Nigerian educators in the digital age.