Abstract: With the increasing integration of Information and Communication Technology (ICT) in education, the role of teachers has undergone significant transformation. Pedagogical readiness, defined as the ability and willingness of teachers to effectively incorporate ICT into teaching and learning processes, has emerged as a critical determinant of educational success in the digital era. This study explores the pedagogical readiness of secondary school teachers in the Bhopal district, assessing their ICT skills, training levels, instructional strategies, and perceptions toward digital tools in classroom settings. Data collected from a sample of 100 teachers across government and private secondary schools revealed that while basic digital literacy is prevalent, advanced pedagogical application of ICT remains limited due to lack of training, institutional support, and confidence. The paper argues for a more structured professional development approach and continuous capacity-building programs to ensure meaningful ICT integration. Recommendations include competency-based training, mentoring systems, and collaborative peer learning to enhance pedagogical readiness.

Keywords: Pedagogical readiness, ICT integration, secondary education, teacher training, digital teaching, TPACK, professional development.