Abstract
The Fourth Industrial Revolution (4IR) has significantly transformed education, necessitating a revision of technology-based teaching methods. The research examines the readiness of in-service teachers in Nigeria for digital transformation in education, emphasising their digital literacy, access to technology, and capacity to incorporate digital tools into pedagogy through systematic literature reviews. The findings reveal a modest level of preparedness: while numerous educators exhibit basic digital abilities, significant deficiencies exist in advanced competences deemed essential for digital pedagogy, such as content production and collaborative online learning. The research delineates significant obstacles like inadequate training, restricted access to digital resources, and infrastructure deficiencies, particularly in rural regions. It also examines the impact of institutional support and professional development initiatives on enhancing teacher preparation. The findings underscore the necessity of focused interventions, such as policies that offer comprehensive digital literacy training, enhanced investments in educational technology, and changes that incorporate technology into teacher education curricula. The study contributes to the expanding dialogue on digital transformation in education and offers pertinent stakeholders strategic insights to enhance the digital readiness of teachers in Nigeria in light of worldwide trends.
Published Version
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