ASSESSING UNIVERSITY LECTURERS' READINESS FOR DIGITAL PEDAGOGY: A STUDY AT THE UNIVERSITY OF YAOUNDE I

Abstract The rapidly evolving digital technological landscape is increasingly influencing the pedagogical processes in higher education. Despite ongoing discussions among colleagues in in academic forums, seminars, conferences and symposia, concerns are raised about lecturers’ readiness for the adoption and use of emerging digital technologies into the teaching and learning process. This study assesses lecturers’ readiness for digital pedagogy implementation in at the University of Yaounde I. Additionally, it examines the relative influence of competence, motivation and technological readiness on the effective adoption of digital pedagogy. A descriptive survey design was adopted, collecting quantitative data from a sample of 147 lecturers across four faculties using a structured 4-point Likert scale questionnaire. Data were analyzed using descriptive statistics and simple linear regression models based on Aydin and Tasci’s e-learning readiness assessment framework. The descriptive results revealed that lecturers possessed above-threshold readiness in competence (M = 3.54, SD = 0.48) and motivation (M = 3.59, SD = 0.42), but fell below the readiness threshold in technological resources (M = 2.55, SD = 0.51). Inferential analysis indicated that competence readiness, F(1, 145) = 1.76, p = .187, R^2 = .012, and motivational readiness, F(1, 145) = 0.91, p = .342, R^2 = .006, were not statistically significant predictors of overall digital pedagogy readiness. In contrast, technological readiness was a strong and statistically significant predictor, F(1, 145) = 192.97, p < .001, R^2 = .568, explaining 56.8% of the variance in digital pedagogy readiness. The study concludes that while lecturers demonstrate willingness and basic pedagogical competencies, inadequate technological infrastructure remains the primary bottleneck to digital pedagogy integration. Recommendations emphasize institutional provision of robust ICT infrastructure, reliable internet connectivity, and targeted professional development programs. Keywords Competency, Digital Pedagogy, Higher Education, Motivation, Readiness Assessment, Technology Integration