Teachers' Adoption of Emerging Educational Technologies: Opportunities, Challenges, and Pedagogical Readiness in Private Schools of Karachi

Abstract

The rapid advancement of emerging educational technologies has transformed teaching practices and created new opportunities for improving learning experiences. The present study investigated how teachers use emerging educational technologies in private schools of Karachi with respect to the teachers' familiarity, adoption of the technology, pedagogical readiness, barriers, and professional development requirements. The research design adopted was quantitative research design with cross-sectional design, and the data collection technique used was a structured questionnaire, the subjects of the study were 34 teachers. The data collected were analyzed using SPSS, descriptive statistics, reliability analysis, Pearson correlation and regression analysis. The results showed that teachers' knowledge of emerging technologies was positive, and they were also ready to use and ready to teach technologies. Pedagogical readiness, professional development needs, teacher familiarity were among the factors that significantly predicted technology adoption while barriers negatively predicted technology adoption. The study highlights the importance of strengthening teachers’ digital competencies, providing continuous professional development, and ensuring institutional support for sustainable technology integration in school education.