ICT Readiness: A PRISMA-Based Systematic Review of Empirical Studies

The integration of Information and communication technology (ICT) in school education has become a central component of contemporary teaching-learning processes. Teachers’ readiness to use ICT effectively is a critical determinant of successful classroom integration, particularly at the primary and upper primary levels where foundational learning takes place. This PRISMA-Based systematic review synthesizes empirical research on ICT readiness among primary and upper primary school teachers. Drawing on peer-reviewed studies published between 2010 and 2024 was conducted across Scopus-indexed journals, ERIC, and UGC-CARE-listed sources. After applying PRISMA screening and eligibility criteria, 45 empirical studies were included for final analysis. The review analyses and examines key dimensions of ICT readiness, including methodological trends, major barriers, and enabling factors. The findings indicate that while teachers generally demonstrate positive attitudes towards ICT, their readiness is often constrained by inadequate training, limited access to resources, and lack of institutional support. The review identifies major trends methodological approaches, and research gaps, and highlights implications for teacher education, policy formulation, and future research.