Pedagogical Readiness of Teachers in Teaching Digital Technology: A Systematic Review

Abstract

The rapid expansion of digital technology education has intensified expectations for teachers to demonstrate strong pedagogical readiness in designing and implementing meaningful technology-enhanced learning. However, existing empirical evidence remains fragmented across contexts, conceptually inconsistent, and heavily focused on technological competence rather than pedagogical enactment, creating a significant gap in understanding teachers’ readiness for digital technology teaching. This study therefore conducted a systematic literature review guided by the PRISMA framework to synthesise empirical findings on teachers’ pedagogical readiness and the contextual challenges shaping digital pedagogy implementation. A comprehensive search of Scopus and Web of Science databases identified studies published between 2022 and 2026, yielding 38 eligible journal articles following screening and eligibility procedures. An integrative analysis approach was employed to synthesise findings across diverse methodological designs. The review revealed two overarching themes: (1) Teachers’ Pedagogical Readiness for Digital Technology Integration and (2 )Contextual and Instructional Challenges in Implementing Digital Pedagogy.Findings indicate that pedagogical readiness is a multidimensional construct shaped by technological pedagogical knowledge, professional development experiences, beliefs, self-efficacy, and contextual support. Although teachers generally demonstrate positive perceptions and basic digital competence, persistent challenges remain in translating technological familiarity into pedagogically meaningful and student-centred practices. Moreover, digital pedagogy implementation is constrained by infrastructure limitations, institutional support gaps, assessment complexities, and subject-specific pedagogical demands, resulting in uneven and context-dependent classroom practices. Overall, the synthesis highlights that effective digital technology teaching depends on the dynamic interaction between teacher competence and systemic conditions. Strengthening pedagogical readiness therefore requires sustained pedagogy-centred professional learning, coherent policy alignment, and supportive institutional ecosystems. This review contributes theoretical clarity to the conceptualisation of pedagogical readiness while offering evidence-based implications for policymakers, curriculum developers, and teacher educators seeking to advance sustainable and equitable digital technology integration in schools.