The Fourth Industrial Revolution (4IR) has ushered Artificial Intelligence (AI) into the forefront of global educational transformation, promising personalised learning, enhanced teacher capacity, and improved systemic efficiency. This paper interrogates the readiness of Nigeria's education system to integrate AI technologies, examining the interplay between policy frameworks, infrastructural realities, teacher preparedness, and emerging initiatives. Through a systematic analysis of recent government programmes, academic literature, and implementation case studies, the paper identifies a complex landscape of aspiration and constraint. This study also adopts a conceptual framework that views Nigeria's readiness to integrate Artificial Intelligence (AI) into education as an interaction between four interrelated dimensions: policy and institutional support, digital infrastructure, teacher preparedness, and ethical governance. Findings reveal significant progress in policy articulation and high-level commitment, exemplified by the National AI Strategy and initiatives such as the Naija Teacher AI programme targeting 1.5 million educators. However, persistent challenges of inadequate digital infrastructure, uneven teacher digital literacy, and the absence of comprehensive ethical frameworks temper these advances. The paper argues that Nigeria's readiness is characterised by a "readiness paradox" substantial strategic vision coexisting with deep-seated structural deficiencies. It concludes with recommendations for bridging this implementation gap through context-sensitive frameworks, sustainable financing models, and strengthened multi-stakeholder collaboration.