Author: Sumanya Debbarma & Dr. Priyank Kumar Shivam
DOI Link: https://doi.org/10.70798/Bijmrd/04041037
Abstract: Lifelong learning and techno pedagogical competency are fore grounded in contemporary teacher education, particularly in the context of National Education Policy 2020 in India, which emphasises continuous professional development and integration of digital technologies in teaching. This empirical study examined the relationship between lifelong learning tendency and techno pedagogical competency among prospective teachers enrolled in the Bachelor of Education programme at ICFAI University, Tripura. Data were collected from 100 B.Ed. students using two self developed Likert type questionnaires measuring lifelong learning tendency and techno pedagogical competency. Descriptive statistics, Pearson product moment correlation and simple linear regression were used for data analysis. The findings indicated that the participants reported relatively high mean scores on both lifelong learning tendency (M = 109.55, SD = 16.29) and techno pedagogical competency (M = 111.22, SD = 18.37). However, the correlation between lifelong learning tendency and techno pedagogical competency was positive but negligible and statistically non significant (r = .03, p = .76). Regression analysis showed that lifelong learning tendency did not significantly predict techno pedagogical competency (F(1, 98) = 0.09, p = .76, R² = .001). The results suggest that a favourable disposition towards lifelong learning alone may not automatically translate into higher techno pedagogical competency, underscoring the need for explicit pedagogical and technological training within B.Ed. curricula. Implications for teacher education institutions and recommendations for further research are discussed.
Keywords: Lifelong Learning Tendency; Prospective Teachers; Techno pedagogical Competency.
Page No: 194-201