Author: Prabir Ghosh
DOI Link: https://doi.org/10.70798/Bijmrd/04071015
Abstract: Rapid advances in educational technology and competency-based education have transformed teachers’ roles from content providers to learning designers. This documentary study examines learning design as a core competency among pre-service teachers in B.Ed. Programmes in West Bengal. The study aims to assess the level of learning design competency, examine its relationship with digital pedagogical skills, and identify strategies for strengthening teacher education. A qualitative documentary research design was employed using policy documents, curriculum frameworks, government reports, and peer-reviewed literature published between 2015 and 2025. Data were analysed through thematic content analysis. The findings indicate that while B.Ed. Programmes provide opportunities for lesson planning, ICT integration, internships, and reflective practice; learning design competency remains moderately developed due to limited emphasis on instructional design and technology-enabled pedagogy. The analysis also reveals a positive relationship between digital pedagogical skills and effective learning design. The study recommends curriculum revision, enhanced digital pedagogy, competency-based assessment, strengthened internship experiences, and the establishment of Learning Design Laboratories. It concludes that integrating learning design into teacher education is essential for preparing competent, learner-centred, and digitally proficient educators in alignment with the goals of the National Education Policy 2020.
Keywords: Learning Design, Teacher Education, Pre-service Teachers, Digital Pedagogy, Documentary Study, West Bengal
Page No: 80-84