With the rapid technological advancement throughout business sector, education sector has not been untouched by it. Education institutions are in the phase of being digitalized which more have been encouraged post COVID-19 in Nepal as well. This study thus aims to explore readiness of Nepalese education institution on technical adaption. Descriptive study has been conducted where 300 school teachers have been surveyed for this study. The results revealed that almost all the school teachers are ready to adapt digitalized education system given different dimension. It was also found that teachers are highly aware regarding the adoption of technology in schools. Likewise, 49.9% teacher's willingness to adopt digital teaching learning practice has increased after COVID-19. Thus, this study concludes that 90% of teachers are willing to adapt digital technology in educational system of Nepal. Therefore, feasible environment, infrastructure that fits digital teaching pedagogy, digital friendly curriculum are recommended to be set for increasing the effectiveness of teaching practice with digital technologies.

Background: The transition in the education system was parallel to the humankind and the technological revolution has been increasing issues in the education system around the globe. The shift in education system tends to understand how learning styles of students affect education quality with completely different forms of e-learning. Education 4.0 tackles society's desire in the 'innovative age'. Such education training will demonstrate the ability of the learner to use the latest technology to help the learner adapt as per the changes in society. Students in education 4.0 become more self-reliant in their own education, pressuring educators to accept a new function as administrators who might influence the learners across their education process. This paper aims to explore pandemic as a driver of enhancement of Education 4.0 in Nepal in terms of school level technology change. The paper applies the thorough review of the literature on Education 4.0 in wider perspective as well as in Nepalese context. Objective: This paper aims to analyze the enhancement of education 4.0 in Nepal in terms of review from school level technology change. Results: It is observed that education 4.0 is a very necessary reform in the education system in Nepal. The major need of the time is the upliftment of the education sector from the traditional ones and makes the implementation of education 4.0. It helps in the improvement of digital competencies in all level, and the use of digital technologies for teaching and learning. The research regarding the changes in the education system has been conducted in various nations around the globe. Conclusions: It is found that the learners mostly prefer those technology with whom they are more familiar such as use audio/video conferencing technologies rather than any other tools. Education revolution is not an easy task for the developing countries as there is a lack of local research regarding the new technologies in educational sectors. Nepal has tremendous opportunities to drastically reform education in an offer to address deep structural inequalities. Originality: This paper is original and not published anywhere else.

The aim of this study was to examine factors that influence teachers' attitudes toward using technology in Lalitpur Metropolitan City. Using the technology acceptance model (TAM) as the framework, the study considered the sociodemographic context in Lalitpur District and included a new external variable—policy—along with perceived ease of use, perceived usefulness, learning environment, and behavioral intention, into the original TAM framework. Structural equation modeling was implemented on questionnaire data collected from 300 teachers in Lalitpur Metropolitan City. The expanded model revealed a goodness-of-fit. School teachers' perceived usefulness, perceived ease of use, were determined to be the factors with positive direct influence on teachers' attitudes toward using technology. Behavioral intention and learning environment were found to have an indirect influence. This study contributes to the understand the status of Education 4.0 on the TAM and also serves as a starting point in understanding teachers' attitudes toward technology use in Lalitpur District.