Teacher preparedness for experiential learning in Owo smart green school: A perceptual analysis

This study examines teacher preparedness for experiential learning within Owo Smart Green School, a flagship institution in Enugu State smart green school initiative, completed with data from all 40 teachers. The research addresses a gap in understanding how technological infrastructure influences teacher readiness in a developing context, where innovative pedagogies like experiential learning are increasingly prioritized. Employing a descriptive case study design, the study utilized a survey-only methodology, collecting data through a structured questionnaire with Likert-scale items and open-ended questions. Findings reveal that Owo Smart Green School technological resources provide a supportive foundation for experiential learning, yet teacher preparedness is challenged by insufficient training, resource limitations, and time constraints. A subset of teachers, termed Prepared Innovators, demonstrates potential for effective implementation, contrasting with a larger Resource-Limited majority facing significant barriers. These insights highlight the need for a balanced approach that leverages technology while addressing human and systemic factors. The study offers practical implications, including the development of targeted training programs, resource enhancements, schedule adjustments, and peer mentoring to empower the teaching staff. It contributes to global discourse on technology-enhanced pedagogies by illustrating the complexities of adoption in resource-constrained settings. Future research directions include longitudinal assessments, broader school comparisons, classroom observations, and student outcome evaluations to further refine educational strategies within Enugu smart green school initiative.