Teachers’ Readiness, Challenges, and Perceptions of E-learning Adoption in Public Schools in Kwara State, Nigeria

The integration of e-learning into public education systems has become increasingly important in Nigeria, especially following the disruptions caused by the COVID-19 pandemic. Despite its potential to expand access and improve instructional quality, adoption in primary and secondary schools remains inconsistent, largely due to infrastructural, institutional, and attitudinal barriers. Understanding teachers’ readiness to embrace e-learning is critical, as their perceptions and competencies significantly shape successful implementation. This study examined the readiness of public-school teachers in Kwara State to adopt e-learning, identified the challenges affecting adoption, and explored teachers’ proposed solutions. A descriptive survey design was employed, with data collected from 743 teachers (379 from the State Universal Basic Education Board [SUBEB] and 364 from the Teaching Service Commission [TESCOM]). A validated questionnaire served as the instrument for data collection, and descriptive statistics (mean and rank order) were used for analysis. Findings revealed that teachers reported relatively high levels of technical competence, including e-learning proficiency and digital literacy, alongside the ability to support students in digital learning. However, attitudes toward full-scale implementation were very low. Teachers highlighted lack of management support, inadequate infrastructure, and insufficient professional development as the most significant challenges. Solutions proposed included curriculum integration of e-learning, provision of adequate devices, regular training, and teacher incentives. The study concludes that while teachers are technically prepared, systemic and institutional barriers constrain adoption. Its contribution lies in providing comparative insights between primary and secondary teachers, demonstrating that readiness is shaped by institutional context. Future interventions should prioritise leadership engagement, infrastructural investment, and sustainable professional development to translate teacher readiness into effective e-learning integration