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This research evaluates ICT readiness among secondary education teachers in Mongolia using an online UNESCO ICT readiness survey. Data from 1,917 teachers across more than 150 schools examine five skills: ICT competence assessment, ICT competencies review, ICT usage duration, classroom setup, and support for children with disabilities. 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(2025) . ICT readiness of secondary schoolteachers: Mongolian case study. Contemporary Educational Technology, 17(3), ep586. [https://doi.org/10.30935/cedtech/16531](https://doi.org/10.30935/cedtech/16531)  \nARTICLE INFO ABSTRACT  \nReceived: 29 Oct 2024  \nAccepted: 24 May 2025  \nInformation and communication technology (ICT) can be effectively used in education and training to improve the quality of classroom learning, to encourage student creativity, to expand student collaboration and to introduce innovation to education rather than as a tool for delivering learning content. This document aims to determine and evaluate the ICT readiness of teachers at secondary education schools in Mongolia. One thousand nine hundred seventeen teachers from more than 150 secondary schools participated in the survey. This study aimed to evaluate five skills of teachers: (1) the assessment of teachers’ ICT application competence, (2) the review of ICT competencies in teaching and learning, (3) the duration of ICT usage in lessons,(4) classroom setup, and (5) the use of ICT to support the learning of children with disabilities. An online survey was conducted using the UNESCO ICT readiness survey questionnaire. In this questionnaire, subject matters such as the teacher’s general information; the use of ICT in education; the school’s ICT infrastructure; ICT at the level of education policy; teachers’ ICT skills; ICT used in teaching-learning; organization and management; and teachers’ professional skills were included. A total of 1,917 teachers attended the survey, about 7% of the total number of secondary school teachers in Mongolia. Of these, 32 percent (608 teachers) were aimag center schools, 0. 2 percent (5 teachers) were teachers, 42 percent (809 teachers) were the capital city and 26 percent (495 teachers) were soum teachers. The research shows that secondary schoolteachers are ready to use ICT daily. Teachers are interested in improving their technology, ICTrelated pedagogical knowledge, and skills to effectively use ICT and digital technologies in their  \nteaching and learning activities. Therefore, acquiring the knowledge and skills to implement ICTin the curriculum in teacher training and teacher professional development programs is necessary.  \nKeywords: information and communication technology, ICT readiness, use of ICT in training, ICT knowledge and skills of teachers, Mongolia  \nINTRODUCTION  \nInformation and communication technology (ICT) plays a vital role in preparing students to live in the modern world of an information-driven society, improving educational quality and efficiency, and making learning more exciting and unconventional. Since the beginning of the information age, ICT has maintained a crucial role in improving education quality. Policymakers recognize and realize the significance of ICT integration into the education system (UNESCO, 2003) . The need to incorporate ICT into education is increasing in all countries. It aims to promote the practical use of ICT in education, whether it relates to teacher training, the development of pupil’s skills, or using educational software (Uyanga, 2013) . Both teaching and using ICT in primary and secondary education are essential in building the ICT knowledge and skills required for futur","cbCaiq8tyJR3DyWm","https://ap.wps.com/l/cbCaiq8tyJR3DyWm","pdf",301405,18,"English","# ARTICLE INFO\n## Abstract\n# INTRODUCTION","[{\"question\":\"What is the purpose of this study on ICT readiness in Mongolia?\",\"answer\":\"The study aims to determine and evaluate the ICT readiness of teachers in Mongolia’s secondary education schools.\"},{\"question\":\"Which five teacher skills are assessed in the research?\",\"answer\":\"The study evaluates five skills: assessing teachers’ ICT application competence, reviewing ICT competencies in teaching and learning, duration of ICT usage in lessons, classroom setup, and using ICT to support learning for children with disabilities.\"},{\"question\":\"What training implication follows from the study findings?\",\"answer\":\"Teachers are interested in improving technology and ICT-related pedagogical knowledge and skills, so acquiring knowledge to implement ICT in curriculum training and professional development is necessary.\"}]","ICT readiness of secondary school teachers - Mongolian case study | PDF",1792090784,45]