Digital Transformation in Nursing Education: A Cross‐Sectional Study on the Perceptions and Readiness of Nurse Educators in Iraq

Background: Digital transformation is reshaping higher education globally, particularly in nursing education where technology integration is essential for improved learning outcomes. In Iraq, however, there is limited evidence regarding nurse educators’ perceptions and readiness for this shift. Objectives: This study aimed to assess Iraqi nurse educators’ perceptions, digital readiness, and the barriers and support systems related to digital transformation in nursing education. Methods: A descriptive cross‐sectional study was conducted with 153 nurse educators from public and private colleges across Iraq. Data were collected via a structured questionnaire and analyzed using SPSS, including chi‐square tests and logistic regression. Results: The majority (65%) of participants agreed that digital tools enhance student engagement, while only 34% had received formal training in digital teaching. Significant barriers included lack of infrastructure (71%) and insufficient training (68%). Logistic regression revealed that educators with prior digital training were significantly more likely to report high digital readiness (OR = 2.84, p < 0.01). Key facilitators included institutional IT support (75%) and regular workshops (70%). Conclusion: Despite positive perceptions, gaps in training and infrastructure hinder digital integration in Iraqi nursing education. Enhancing institutional support, providing structured training programs and developing digital education policies are crucial for sustainable transformation.