eng Science and Education Publishing American Journal of Educational Research 2327-6150 2026-02-06 14 2 56 73 10.12691/education-14-2-1 EDUCATION20261421 article Shaneille Samuels shaneille.samuels@gmail.com 1 Kimberley Haye 1 Denneil Cunningham 1 Nicole Jacobs 1 Tanielle Stephens 1 Shalamara Waldron 1 Althia McKay 1 Odeisha Clunie 1 Matthew Bartlett 1 Orinthia Fisher-Howe 1 Corey Williamson 1 Toney-Ann Richards 1 Monique McFarlane 1 Saskia Bryan 1 Moesha Gonzales 1 Rohan Cobourne 1 Okhema Francis 1 Kereisha Johnson-Clayton 1 University of Technology, Papine Campus, Shortwood Teachers¡¯ College, The Council of Community Colleges of Jamaica, University of the West Indies, Mona Campus, St. Andrew, Jamaica Teacher training programme following the pandemic is in dire need of reformation, especially with evolving technologies being used by students and teachers. This study explored how online learning and artificial intelligence (AI) have influenced teacher preparedness in this digital age and their teaching practices. The mixed-methods approach was employed, leveraging a convergent parallel research design to capture the simultaneous analysis of quantitative and qualitative data. A sample of sixty (n=60) educators participated in the study, who were selected using purposive sampling. The data was collected using questionnaires, interviews, and focus group discussions. The findings revealed that most educators had moderate proficiency in using technology but needed adequate training and emotional support. Approximately 77% of them agreed with the integration of AI in Jamaican classrooms. The study further emphasized that ongoing structured professional development is required for AI integration, along with infrastructural investments, and the implementation of policies for the digital transformation of the education sector. https://pubs.sciepub.com/education/14/2/1/education-14-2-1.pdf online learning artificial intelligence digital competencies pedagogical practices educators¡¯ readiness