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

Open Access Contemporary Research Analysis Journal Volume 02 Issue 12 December 2025 CrossRef DOI: 10.55677/CRAJ/03-2025-Vol02I12 e-ISSN: 3050-5909 p-ISSN: 3050-5895 Page no: 770-780 Available on: https://crajour.org/ Page 770 of 780 Teachers’ Readiness and Professional Development for Technology Integration in the 21st-Century Nigerian Classroom Afeni, Oladele1, Ariyibi, Olanrewaju Olasupo2 1PhD Student, Department of Educational Technology, University of Lagos, Nigeria 2Lecturer, Department of Science and Technology Education, Educational Technology Unit, Lagos State University, Nigeria Corresponding Author: Afeni, Oladele 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. KEYWORDS: Teacher Readiness, Professional Development, Technology Integration, 21st-Century Classroom, Nigeria, TPACK Framework INTRODUCTION The 21st-century educational landscape has evolved dramatically due to the pervasive influence of information and communication technology (ICT). Across the globe, schools are shifting from traditional instructional models to digitally enriched learning ecosystems that emphasize interactivity, collaboration, and lifelong learning. According to UNESCO (2023), technology integration is no longer a luxury but an essential driver of equitable and inclusive education systems. In this context, the role of teachers has become more complex, requiring a blend of technological competence, pedagogical flexibility, and continuous professional development. In Nigeria, the integration of technology into the educational system is guided by several policies, including the National Policy on Information and Communication Technology in Education (FRN, 2019), which aims to promote digital literacy, ICT infrastructure, and capacity building among teachers. However, despite these initiatives, many classrooms remain inadequately equipped, and teachers often lack the necessary skills or motivation to use digital tools effectively (Adebayo & Osakwe, 2022). The gap between technology availability and its pedagogical utilization continues to widen, raising questions about teacher readiness and professional competence in digital pedagogy. Teacher readiness is multidimensional—it involves not only the possession of digital skills but also the confidence, attitude, and willingness to integrate ICT meaningfully in teaching and learning (Oluwatobi, 2021). The success of technology integration thus depends largely on the teachers preparedness and the effectiveness of professional development initiatives that build sustained capacity. As Mishra and Koehler (2006) proposed in the Technological Pedagogical Content Knowledge (TPACK) model, effective teaching with technology requires an intersection of content knowledge (CK), pedagogical knowledge (PK), and technological knowledge (TK). Teachers must therefore be trained and supported to blend these domains into practice. Ariyibi, etal. (2025) emphasized that in a globalized economy where every nation is racing to keep up with technological trends, science and technology programs are becoming increasingly prominent in universities. Globally, nations like Finland, Singapore, and South Korea have embedded technology integration into their teacher education programs, ensuring that digital competence is a professional standard (OECD, 2022). In contrast, Nigerian teachers often face systemic challenges—such as lack of infrastructure, inadequate training, poor incentives, and limited access to digital resources—that impede technology adoption (Eze &Nwosu, 2023). Moreover, the digital divide between urban and rural schools exacerbates inequality in educational outcomes. Teachers’ Readiness and Professional Development for Technology Integration in the 21st-Century Nigerian Classroom 08of 7 771Page https://crajour.org/Available on: The COVID-19 pandemic further exposed the fragility of Nigeria’s educational technology ecosystem. During school closures, many teachers lacked the digital readiness to transition to online learning platforms, leaving millions of students disconnected from learning (World Bank, 2021). This highlighted the urgent need for sustained professional development that fosters digital resilience, pedagogical innovation, and adaptive learning strategies. Beyond competence, readiness also entails mindset and adaptability. Teachers must be willing to embrace continuous learning as technology evolves. As Fullan (2020) asserts, change is a process, not an event,and teachers must be nurtured to see technology not as an imposition but as an enabler of creativity, collaboration, and personalized learning. Furthermore, the global movement toward Education 4.0—which aligns learning outcomes with digital and industrial transformation—demands that teachers play the role of digital mentors and facilitators. Within this framework, Nigerian educators are expected to leverage tools such as interactive boards, AI tutoring systems, simulation software, and mobile learning applications to engage digital-native learners. However, teacher professional development (TPD) in Nigeria has historically been inconsistent, underfunded, and overly theoretical. Studies (Ajayi &Adewale, 2022; Yusuf &Balogun, 2023) indicate that many teachers participate in one-off workshops that fail to translate into classroom practice. Sustainable professional development should instead be continuous, collaborative, and context-driven—integrating reflection, coaching, and mentorship. Therefore, this study seeks to assess teacher readiness and examine the structure, relevance, and impact of professional development for technology integration in Nigerian classrooms. It aims to bridge the gap between policy aspirations and pedagogical realities, contributing to the discourse on effective technology-enhanced teaching in developing contexts. The accelerating pace of technological change has transformed how teaching and learning occur globally. Yet, in many Nigerian classrooms, this transformation has been uneven and often superficial. Although national education policies emphasize the integration of technology into teaching and learning, the practical readiness of teachers remains a major bottleneck. Teachers are the heart of every educational reform; thus, if they lack the skills, confidence, and motivation to adopt digital tools, the promise of 21st-century education cannot be realized. A consistent problem in Nigerian schools is the mismatch between technological availability and teachers’ pedagogical use. Government interventions, donor projects, and private initiatives have equipped some schools with computers, interactive boards, and internet connectivity. However, studies (Ogunlade &Adebisi, 2023; Nwachukwu, 2022) reveal that a majority of teachers still rely heavily on traditional chalk-and-talk methods, even when digital tools are available. This underutilization results from inadequate professional development, lack of institutional support, and resistance to change. Furthermore, many teacher education programs in Nigeria have not evolved sufficiently to prepare pre-service and in-service teachers for the realities of digital classrooms. In a recent study, Eze and Okonkwo (2023) reported that fewer than 35% of secondary school teachers in Lagos and Osun States had received structured training in digital pedagogy within the last five years. This indicates a systemic gap in continuous professional learning. Another critical issue is the disparity between urban and rural schools. While some urban centers have moderate access to technology, rural schools often operate in low-resource contexts, with unreliable electricity, poor connectivity, and outdated equipment (Umar &Danjuma, 2022). This digital divide creates unequal learning opportunities, reinforcing educational inequality and undermining national goals for inclusive quality education (SDG 4). Moreover, even when professional development (PD) is provided, it is often short-term, fragmented, and theoretical. Many workshops are not followed by mentorship, coaching, or classroom support. Consequently, the knowledge gained does not translate into effective pedagogical transformation (Akinola, 2023). Teachers need sustained PD programs aligned with international models such as Professional Learning Communities (PLCs), TPACK-based coaching, and Blended PD Frameworks, which have proven effective in other countries (Darling-Hammond et al., 2021). Additionally, there is an attitudinal dimension to the problem. Some teachers perceive technology integration as an additional burden rather than a pedagogical necessity. Resistance to innovation is often linked to age, lack of confidence, or previous negative experiences with ICT (Olayinka &Igbokwe, 2022). Without changing teachers’ mindsets, even the best training programs may not yield the desired transformation. This study seeks to empirically examine the levels of teacher readiness, evaluate the effectiveness of current professional development practices, and propose a contextualized model for building sustainable teacher competence for technology integration in Nigerian classrooms. The primary purpose of this study is to assess teacher readiness and evaluate professional development programs aimed at enhancing technology integration in the 21st-century Nigerian classroom. The study seeks to provide a holistic understanding of the current state of teachers’ digital competence, identify gaps in existing PD frameworks, and develop practical recommendations for policy and practice. Specifically, the study aims to: • Assess the level of teachers’ technological, pedagogical, and content readiness for technology integration in Nigerian classrooms. • Examine the types and frequency of professional development activities available to teachers. • Evaluate the effectiveness of professional development initiatives in improving teachers’ technology integration skills. • Investigate the relationship between teacher readiness, professional development, and classroom technology use. • Explore the challenges and opportunities teachers encounter in integrating technology into their teaching. Teachers’ Readiness and Professional Development for Technology Integration in the 21st-Century Nigerian Classroom 08of 7 772Page https://crajour.org/Available on: • Propose a model and checklist for sustainable professional development that supports digital pedagogy in Nigeria. To achieve these objectives, the following research questions guide the study: 1. What is the level of teachers’ readiness for technology integration in Nigerian secondary schools? 2. What forms of professional development are available to Nigerian teachers for digital integration? 3. How effective are these professional development programs in improving teachers’ technology competence? 4. What relationship exists between teacher readiness, professional development, and classroom technology use? 5. What challenges do teachers face in adopting and integrating technology in the classroom? 6. What strategies can enhance teacher readiness and professional development for effective technology integration? To complement the research questions, the following null hypotheses are formulated for testing at 0.05 level of significance: H₀₁: There is no significant relationship between teacher readiness and technology integration in Nigerian classrooms. H₀₂: There is no significant difference in teacher readiness based on gender, years of experience, and school location. H₀₃: There is no significant relationship between professional development participation and teachers’ level of technology use. H₀₄: Professional development programs have no significant effect on teachers’ technological competence. H₀₅: There is no significant difference in technology integration practices between teachers who have received structured PD and those who have not. LITERATURE REVIEW The 21st century has brought about profound transformations in the global educational landscape. The integration of technology into teaching and learning has moved from being a luxury to becoming a necessity for effective classroom instruction. Across nations, schools are increasingly leveraging digital tools, artificial intelligence (AI), and online learning platforms to enhance engagement, collaboration, and the overall quality of education (UNESCO, 2024). However, for technology integration to yield meaningful learning outcomes, teachers must be adequately prepared—both cognitively and technically—to use these innovations effectively. This preparation is captured under the concept of teachers’ readiness, a crucial determinant of how technology is adopted and sustained in classrooms. In Nigeria, the introduction of technology into the educational system has been influenced by several policies, including the National Policy on Information and Communication Technology in Education (Federal Ministry of Education, 2019). These policies highlight the need for teachers to be equipped with digital competencies, pedagogical flexibility, and professional development opportunities that enable them to integrate technology effectively. Despite the policy efforts, empirical reports continue to show disparities in teachers readiness and professional development levels across regions and school types (Afolabi &Oladipo, 2023; Eze &Odu, 2024). Teacher readiness for technology integration encompasses multiple dimensions, including knowledge, attitude, skill, access, and institutional support. Studies such as that of Alabi and Ogunleye (2023) reveal that even when technological tools are available, many teachers struggle to integrate them due to inadequate training, low self-efficacy, and insufficient ongoing professional development. This underscores the link between readiness and continuous learning opportunities—two intertwined factors that determine teachers success in digital pedagogy. Professional development serves as the backbone of teacher readiness. In the contemporary era, professional development has transcended traditional workshops to include technology-enhanced, continuous, and collaborative learning experiences. Digital professional learning networks, virtual communities of practice, and AI-powered training systems now play vital roles in equipping teachers for digital teaching. This shift aligns with the global movement toward lifelong learning and competency-based education (Darling-Hammond et al., 2023). In the Nigerian context, several challenges continue to hinder effective teacher preparation for technology integration, including limited funding, poor infrastructure, inadequate access to training, and inconsistent policy implementation (Okebukola, 2023). Moreover, teachers attitudes toward digital change often vary based on generational, environmental, and motivational factors. Some educators embrace technology with enthusiasm, while others remain resistant or anxious due to unfamiliarity or perceived workload increase (Olawale, 2024). Teacher readiness refers to the extent to which teachers possess the knowledge, skills, attitudes, and dispositions necessary to implement technology effectively in their instructional practices. It reflects the degree of preparedness and confidence a teacher demonstrates in integrating digital tools into the learning process (Afolabi &Oladipo, 2023). Readiness is not a static state but a dynamic continuum that evolves as teachers acquire new competencies and adapt to emerging technologies. According to Garrison (2024), teacher readiness in the digital era encompasses three key domains: technological readiness(knowledge and use of ICT tools), pedagogical readiness(ability to align technology with instructional strategies), and psychological readiness(positive mindset toward innovation and change). A teacher who is technologically ready may understand how to operate devices and software, but without pedagogical or psychological readiness, such knowledge remains underutilized. In Nigeria, teacher readiness remains an evolving construct shaped by contextual realities such as access to resources, institutional support, and teacher education quality. Research by Olanrewaju and Eze (2023) reveals that many teachers exhibit partial readiness—they recognize the importance of technology but lack adequate training to use it meaningfully. This highlights the need for targeted professional development interventions that address both competence and confidence. Furthermore, readiness extends Teachers’ Readiness and Professional Development for Technology Integration in the 21st-Century Nigerian Classroom 08of 7 773Page https://crajour.org/Available on: beyond individual capability to include institutional readiness, which involves leadership support, infrastructure, and digital policies. When schools provide enabling environments—such as reliable internet access, digital tools, and mentoring—teachers’ readiness improves significantly (UNESCO, 2024). Thus, teacher readiness is a multidimensional construct influenced by both personal and environmental factors. Professional development (PD) is the systematic process of improving teachers’ professional knowledge, skills, and attitudes to enhance teaching and learning outcomes. It is a lifelong process that enables educators to stay updated with new teaching methods, pedagogical theories, and technological innovations (Darling-Hammond et al., 2023). In the context of technology integration, PD equips teachers to use digital tools confidently and creatively in their classrooms. Professional development may take several forms: workshops, mentoring, peer collaboration, online learning communities, or formal academic programs. According to Fullan and Quinn (2023), effective PD should be sustained, collaborative, content-focused, and embedded in practice. Short, one-off training sessions rarely produce lasting changes in teachers digital competencies. In the Nigerian education system, PD has gained renewed attention due to the need for 21st-century skills. However, many training initiatives are still sporadic, theoretical, and disconnectedfrom classroom realities (Odukoya &Ajayi, 2023). Teachers often attend seminars without follow-up support or hands-on practice, leading to low implementation rates. To foster authentic readiness, PD must be needs-based, contextualized, and continuous—ensuring that teachers not only learn but also apply what they learn in real classroom settings. Modern PD has also been redefined through technology-enhanced learning. AI-driven personalized learning systems, learning management systems (LMS), and digital communities of practice now enable teachers to learn at their own pace and convenience. Tools such as Google Classroom, Edmodo, and Ulesson (an emerging Nigerian AI learning platform) exemplify how PD is becoming increasingly digitalized. Ultimately, professional development remains the cornerstone for building teacher readiness, as it transforms competence into performance and information into innovation. Technology integration refers to the systematic incorporation of digital tools, resources, and processes into teaching and learning to improve educational quality and student outcomes. It moves beyond mere use of devices toward embedding technology within pedagogy to achieve curriculum goals (Mishra &Koehler, 2006; UNESCO, 2024). Effective integration requires teachers to understand how technology interacts with pedagogy and content. For instance, a science teacher might use simulations to demonstrate chemical reactions, while an English teacher might leverage AI-based writing assistants to improve language skills. In both cases, technology acts as a mediator between teacher intention and learner experience (Ertmer &Ottenbreit-Leftwich, 2024). In the Nigerian context, technology integration faces structural challenges such as limited electricity, poor internet connectivity, and inadequate digital tools. Nevertheless, the increasing adoption of mobile technology and online platforms—especially since the COVID-19 pandemic—has accelerated digital transformation in schools (Ogunleye &Adeyemo, 2023). Many educators now use WhatsApp, Google Forms, and YouTube as teaching aids, even in resource-constrained environments. Integration is most effective when it aligns with pedagogical goals rather than being an end in itself. As Koehler and Mishra (2009) emphasize in the Technological Pedagogical Content Knowledge (TPACK) framework, teachers must balance technological, pedagogical, and content knowledge to create meaningful learning experiences. Hence, technology integration is not just about using tools but about using them strategically and pedagogically. The 21st-century Nigerian classroom represents a transformative learning environment characterized by digitalization, inclusivity, and innovation. It is no longer confined to four walls but extends into virtual spaces where learning is interactive, personalized, and technology-driven. According to the National Policy on Education (FME, 2019), the goal of modern education in Nigeria is to prepare learners with digital literacy, problem-solving, and critical thinking skills for participation in the global knowledge economy. However, the transition toward this vision has been gradual and uneven. Many schools—especially in rural areas—still rely on traditional chalk-and-talk methods, while urban and private schools are experimenting with blended or fully online learning modes (Olawale, 2024). This digital divide highlights systemic inequalities that influence both teacher readiness and student access. In a 2024 report by the Nigerian Educational Research and Development Council (NERDC), less than 40% of teachers reported using digital tools regularly, while only 25% had access to reliable internet at school. These statistics underline the urgency of professional development that targets equity and access in digital education. The 21st-century classroom demands teachers who are adaptable, digitally fluent, and capable of designing engaging learning experiences across multiple modalities—face-to-face, online, and hybrid. Moreover, the modern Nigerian classroom is being reshaped by emerging technologies such as artificial intelligence, robotics, and augmented reality. Initiatives like the University of Lagos AIRLab and the National AI Policy (2023) reflect national efforts to position Nigeria as a digitally competent society. For these technologies to impact education meaningfully, teachers must not only be ready but also innovative leaders who can guide students in ethical and productive use of technology. Teacher readiness is multidimensional. Scholars commonly classify its dimensions into cognitive, affective, technical, and contextual components (Ghavifekr &Rosdy, 2024). 1. Cognitive Readiness– This involves teachers’ knowledge of technology and understanding of how it can enhance learning. Cognitive readiness enables teachers to make informed decisions about tool selection and instructional design. 2. Affective Readiness– Relates to teachers attitudes, motivation, and confidence toward technology use. Positive attitudes encourage experimentation and creativity, while anxiety can hinder adoption (Eze &Odu, 2024). Teachers’ Readiness and Professional Development for Technology Integration in the 21st-Century Nigerian Classroom 08of 7 774Page https://crajour.org/Available on: 3. Technical Readiness– Refers to the practical ability to use technological tools and platforms effectively. Without hands-on competence, conceptual knowledge alone is insufficient. 4. Contextual Readiness– Encompasses the environmental and institutional factors—such as infrastructure, leadership, and peer collaboration—that support technology integration (UNESCO, 2024). These dimensions are interdependent; lack of one weakens the others. For example, a teacher may be technically skilled but unmotivated due to poor infrastructure or lack of recognition. Hence, improving readiness requires a holistic strategy that combines personal empowerment with institutional transformation. Models and Approaches to Professional Development Professional development (PD) has evolved from traditional, workshop-based sessions to dynamic, technology-driven, and learnercentered frameworks that empower teachers as reflective practitioners. Effective PD models are grounded in adult learning principles, experiential learning, and collaborative inquiry. Several notable models guide modern PD, especially in technology integration contexts. a. The Technological Pedagogical Content Knowledge (TPACK) Framework Developed by Mishra and Koehler (2006), the TPACK framework remains one of the most influential models for guiding teacher development in technology integration. It emphasizes the interplay between three core knowledge domains: • Content Knowledge (CK)– What teachers know about the subject matter. • Pedagogical Knowledge (PK)– How teachers teach and facilitate learning. • Technological Knowledge (TK)– How teachers use and apply technological tools. When these three intersect, teachers achieve Technological Pedagogical Content Knowledge (TPACK)—the ability to design effective, technology-enhanced learning experiences. According to Koehler et al. (2024), TPACK-oriented PD enables teachers to move from tool use to meaningful technology integration that enhances student engagement. b. The Collaborative Inquiry Model This model views professional development as a collective and reflective process. Teachers engage in group investigations, problemsolving, and knowledge-sharing activities that promote peer learning. Collaborative PD builds confidence and reduces isolation— particularly in contexts like Nigeria, where mentorship opportunities are limited (Eze, 2024). c. The Coaching and Mentoring Model This model provides teachers with personalized, ongoing support from experienced mentors. In Nigeria, school-based mentoring programs have proven effective in improving ICT adoption (Odukoya &Ajayi, 2023). Mentorship promotes accountability, confidence, and reflective practice, which are essential for sustained technology integration. d. The Blended and Online PD Model With the rise of digital learning, professional development increasingly occurs on online and blended platforms. Teachers now engage in webinars, MOOCs, and AI-driven personalized learning modules. According to UNESCO (2024), blended PD is more scalable and inclusive, allowing teachers in rural areas to access global learning opportunities without geographical constraints. e. The Reflective Practice Model Originating from the work of Schön (1983), this model emphasizes teachers as reflective practitioners who analyze their experiences to improve future practice. Reflection helps teachers assess how technology influences student learning outcomes, thereby refining their digital pedagogy (Darling-Hammond et al., 2023). Collectively, these models highlight that effective PD is context-sensitive, continuous, and collaborative—not a one-off event. Nigerian education stakeholders must, therefore, prioritize models that sustain learning over time rather than short-term workshops. METHODOLOGY The study adopted a mixed-method design, specifically a sequential explanatory approach. The quantitative phase involved survey data collection from a large sample of teachers, while the qualitative phase entailed interviews with selected participants to provide contextual depth and narrative insights. The study’s structure is summarized as follows: Phase 1 (Quantitative): Collection of numerical data using structured questionnaires. Phase 2 (Qualitative): In-depth interviews to interpret quantitative results. The integration of both phases enhanced the validity of the findings and addressed complex educational realities more holistically. The population of this study comprised all teachers in public and private secondary schools within the Amuwo Odofin Local Government Area of Lagos State, Nigeria. The total population was estimated at 2,850 teachers across 45 schools (Lagos State Ministry of Education, 2024). The population was chosen because Lagos represents a technologically progressive educational context within Nigeria, with active ICT adoption initiatives. Additionally, Amuwo Odofin hosts both urban and semi-urban schools, making it ideal for capturing diverse readiness levels. Teachers’ Readiness and Professional Development for Technology Integration in the 21st-Century Nigerian Classroom 08of 7 775Page https://crajour.org/Available on: A sample of 400 teachers was selected using stratified random sampling. Schools were first categorized into public (25) and private (20) strata. From each stratum, proportional random sampling was applied to ensure fair representation. For the qualitative phase, 20 teachers (10 from public and 10 from private schools) were selected purposively based on their active participation in professional development programs. There were two instruments were used for data collection: i. Teacher Readiness and Professional Development Questionnaire (TRPDQ) ii. Teacher Interview Guide (TIG) Teacher Readiness and Professional Development Questionnaire (TRPDQ) was a structured, self-administered questionnaire with four sections: A. Demographic data B. Teacher readiness indicators C. Professional development experiences D. Barriers to technology integration The TRPDQ used a 5-point Likert scale (Strongly Agree, Agree, Neutral, Disagree and Strongly Disagree) and was adapted from validated instruments by Eze and Aluko (2022) which its reliability was found to be 0.76 at .05 level of significance. The Teacher Interview Guide (TIG) was a semi-structured interview protocol designed to explore teachers’ lived experiences with technology integration and professional growth. To ensure validity, the draft instruments were reviewed by three experts in Educational Technology at the University of Lagos. Their feedback informed adjustments in item clarity and relevance. A pilot study was conducted with 30 teachers from nearby Ojo Local Government Area in schools not included in the main sample. Data collection occurred over eight weeks during the 2025 academic term. The following steps were taken: Permission was obtained from the Lagos State Ministry of Education and participating schools, the researcher distributed questionnaires with assistance from trained research aides. The completed forms were collected after two weeks. Thereafter, Qualitative interviews were conducted in week seven using virtual and face-to-face formats. All data collected were coded to ensure ethical compliance. Quantitative data were analyzed using SPSS version 27. Descriptive statistics (mean, frequency, percentage) summarized the demographic and readiness data. Inferential statistics, including Pearson correlation and multiple regression analysis, were applied to determine the relationship between teacher readiness, professional development, and technology integration. Qualitative data were analyzed thematically following Braun and Clarkes (2020) six-step model: familiarization, coding, theme generation, review, definition, and reporting. The study adhered to research ethics guidelines. Informed consent was obtained from all participants, and participation was voluntary. Anonymity, confidentiality, and respect for participants’ autonomy were ensured throughout the research process. Data Presentation, Analysis and Interpretation Both quantitative and qualitative results are presented. The analysis covers descriptive statistics (frequencies, percentages, means, and standard deviations), inferential statistics (correlation and regression), and thematic analysis of interview responses. Out of the 400 copies of the questionnaire distributed, 382 were returned, representing a 95.5% response rate, which is considered excellent for educational research (Creswell, 2018). Table 1: Response rate Distributed Returned Valid Response Rate (%) 400 382 382 95.5 This high response rate ensured reliable and generalizable findings. Table 2: The demographic profile included Variable Category Frequency Percentage (%) Gender Male 160 41.9 Female 222 58.1 School Type Public 195 51.0 Private 187 49.0 Years of Teaching Experience 1–5 years 90 23.6 Teachers’ Readiness and Professional Development for Technology Integration in the 21st-Century Nigerian Classroom 08of 7 776Page https://crajour.org/Available on: 6–10 years 125 32.7 Above 10 years 167 43.7 Academic Qualification NCE 55 14.4 B.Ed/B.Sc(Ed) 242 63.4 M.Ed and above 85 22.2 gender, school type, years of teaching experience, and academic qualification. Interpretation: Most respondents were female teachers (58.1%), with a majority having B.Ed/B.Sc(Ed) qualifications. This reflects a well-qualified and experienced teaching population suitable for assessing readiness for digital integration. Research Question 1: What is the level of teacher readiness for technology integration in the 21st-century Nigerian classroom? Table 3: Level of teachers’ readiness. Readiness Indicator Mean (M) Std. Dev (SD) Decision Ability to use ICT tools 3.89 0.72 High Confidence in technology use 3.76 0.67 High Willingness to adopt innovation 3.94 0.61 High Availability of ICT resources 3.45 0.81 Moderate Support from administration 3.53 0.77 Moderate Overall Mean 3.71 0.72 High Interpretation: Teachers demonstrated a generally high readiness level (M = 3.71) for integrating technology. However, the moderate mean scores on resources and administrative support indicate systemic barriers. These findings corroborate Adebayo and Olatoyes (2023) observation that Nigerian teachers possess theoretical readiness but lack infrastructural support for effective ICT integration. Research Question 2: What is the nature and extent of teachers’ professional development for technology integration? Table 4: Nature and extent of teachers’ professional development PD Dimension Mean SD Decision Frequency of ICT workshops 3.68 0.80 High Quality of training 3.91 0.63 High Accessibility to training opportunities 3.58 0.79 Moderate Relevance to classroom teaching 4.05 0.56 Very High Follow-up mentoring 3.49 0.84 Moderate Overall Mean 3.74 0.72 High Interpretation: Teachers participated actively in professional development activities, particularly in workshops and in-service trainings. However, lack of consistent mentoring after training reduced long-term impact. These findings are in line with Okafor and Bello (2024), who emphasized that PD without continuous support, fails to transform pedagogical practice. Teachers’ Readiness and Professional Development for Technology Integration in the 21st-Century Nigerian Classroom 08of 7 777Page https://crajour.org/Available on: Research Question 3: What is the relationship between teacher readiness and professional development for technology integration? Table 5: Pearson Correlation Analysis Variables Teacher Readiness Professional Development Technology Integration Teacher Readiness 1.000 0.78** 0.73** Professional Development 0.78** 1.000 0.81** Technology Integration 0.73** 0.81** 1.000 Note: p <0.01 Interpretation: There is a strong, positive, and statistically significant correlation between Professional Development and Teacher Readiness (r = 0.78, p <0.01). This implies that as teachers engage more in professional development, their readiness for integrating technology increases. The correlation also suggests that readiness mediates the relationship between training and actual classroom technology use. Regression Analysis To determine how professional development predicts teacher readiness, a multiple regression analysis was conducted. Table 6: Regression Summary Model R R² Adjusted R² Std. Error Sig. 1 0.812 0.659 0.653 0.441 0.000 Interpretation: The R² value of 0.659 indicates that 65.9% of the variance in teacher readiness is explained by professional development variables. This shows that PD programs significantly influence teacher readiness for technology integration (p <0.05). Hypotheses Testing Ho1: There is no significant relationship between teacher readiness and professional development. Result: Rejected (r = 0.78, p <0.01). Ho2: Professional development does not significantly predict technology integration. Result: Rejected (R² = 0.659, p <0.05). Interpretation: Both null hypotheses were rejected, confirming that teacher readiness and PD are vital to successful technology integration. Qualitative Analysis (Thematic Analysis) Table 7: Interview responses from 20 teachers were coded and grouped into four major themes: Theme Sample Quotation Interpretation 1. ICT Confidence I used to fear using digital tools, but after consistent training, I now use them daily. Confidence grows through PD. 2. Infrastructure Challenge Our school lacks sufficient laptops and internet; that slows down implementation. Structural constraints limit readiness. 3. Administrative Support My principal encourages tech use and gives incentives. Leadership plays a key motivational role. 4. Peer Learning Colleagues now share apps and lesson plans through WhatsApp. Informal learning fosters continuous improvement. Teachers’ Readiness and Professional Development for Technology Integration in the 21st-Century Nigerian Classroom 08of 7 778Page https://crajour.org/Available on: Interpretation: The qualitative data complement the quantitative findings. Teachers’ value professional development but desire sustained institutional support and resources. SUMMARY OF FINDINGS • Teachers demonstrated high readiness for technology integration but faced infrastructural and policy barriers. • Professional development programs significantly enhanced teacher readiness. • A strong positive correlation exists between PD and technology integration. • Qualitative insights revealed that motivation, leadership, and collaboration strengthen ICT adoption. DISCUSSION OF FINDINGS The findings corroborate earlier works by Eze and Aluko (2022) and Okafor and Bello (2024), who emphasized that teacher readiness is inseparable from sustained professional learning. Nigerian teachers are increasingly motivated to integrate technology but face systemic barriers beyond their control. This finding aligns with Afolabi and Yusuf (2023), who found similar relationships in Lagos State secondary schools. Ariyibi, Adebanjo & Mohammed also suggested that teachers’ should endeavor to attend selfdevelopment programnmes with the aim of improving their readiness to integrate technology into the teaching and learning process. In line with the TPACK framework (Mishra &Koehler, 2006), the study demonstrates that effective integration requires a holistic blend of technological, pedagogical, and content expertise. Professional development serves as the catalyst that harmonizes these domains. The findings corroborate existing literature that emphasizes the transformative impact of professional development on digital teaching competence (Eze &Aluko, 2022; Okafor &Bello, 2024). The high readiness among teachers reflects Nigeria’s gradual adaptation to the 21st-century educational paradigm, yet infrastructural inequities remain a major obstacle. These results reinforce the TPACK model (Mishra &Koehler, 2006), showing that professional learning enhances teachers’ technological, pedagogical, and content knowledge intersections. The strong statistical link between readiness and PD supports Rogers’ Diffusion of Innovation Theory (2003), which posits that exposure and continuous reinforcement are crucial to technology adoption. Teachers who receive frequent and relevant training become early adopters who influence peers, gradually fostering institutional transformation. Furthermore, the qualitative findings illustrate the constructivist view that professional development should be participatory, reflective, and context-sensitive. Teachers learn best when they co-create knowledge within their community of practice rather than receive top-down training. CONCLUSION Based on the findings, the following conclusions are drawn: • Nigerian teachers are largely ready and willing to integrate technology into their teaching but are constrained by infrastructural and systemic challenges. • Professional development significantly influences teacher readiness and technology integration outcomes. • Continuous, practical, and mentoring-based PD programs are essential for sustainable digital transformation in schools. • Institutional and policy-level support is required to translate teacher readiness into tangible educational innovation. • The study thus concludes that teacher readiness without structured professional development and infrastructural support remains insufficient for effective 21st-century technology integration. RECOMMENDATIONS Based on the conclusions, the following recommendations are made: • The Federal and State Ministries of Education should mandate continuous digital competency training for teachers as part of professional licensing and re-certification. • Governments and school proprietors should prioritize investment in reliable ICT infrastructure, power supply, and internet connectivity to create enabling environments for technology-driven learning. • Training programs should shift from one-off workshops to ongoing mentorship, coaching, and peer collaboration models that encourage reflective practice. • School administrators should provide incentives, technical support, and recognition for teachers who demonstrate innovative use of digital tools in instruction. • Teacher education institutions should embed TPACK-based and SAMR-model-oriented instructional design within preservice and in-service training curricula. • A systematic monitoring framework should be established to assess PD program outcomes, ensuring alignment with classroom realities.