Abstract
Nigerian secondary schools face significant challenges integrating fourth industrial revolution (4IR) technologies. Little is known about how contextual factors influence teachers' familiarity with these technologies and their perceptions of student engagement, learning outcomes, and instructional efficiency. Using a convergent parallel mixed-methods design, this study examined those factors in public and private secondary schools across one Local Government Area within each of four Nigerian states (Imo, Rivers, Osun, and Kogi). The quantitative component surveyed 189 teachers (92 public, 97 private). The qualitative component interviewed nine teachers and conducted two focus groups with 12 teachers (six in each group). Quantitative findings showed that teachers reported moderate familiarity with most 4IR technologies (grand mean = 3.11) and positive perceptions of their influence on student engagement (grand mean = 3.64) and learning outcomes (grand mean = 3.80). Private school teachers reported significantly higher familiarity with six of seven technologies and more positive perceptions of engagement (p < 0.001) and learning outcomes (p < 0.001) than public school teachers, except for WhatsApp (p = 0.332). Qualitative thematic analysis revealed four themes explaining these differences: (1) structural and infrastructural inequities (electricity, internet, devices) shape technology engagement; (2) teachers sustain integration through personal financial sacrifice and informal peer support; (3) professional development is perceived as contextually disconnected; and (4) technological engagement reflects interactions between generational confidence, pedagogical identity, and school culture. The joint display of quantitative and qualitative findings shows convergence on the conclusion that infrastructure, not teacher attitude, is the main barrier to 4IR adoption. Policymakers should prioritise investment in electricity, internet, and devices over blaming teachers.