Author: Prabir Ghosh
DOI Link: https://doi.org/10.70798/Bijmrd/04043008
Abstract: The transition from traditional chalk-and-talk pedagogy to technology-enabled teaching has reshaped contemporary education systems worldwide. In India, national initiatives such as Digital India, SWAYAM, DIKSHA, and the National Education Policy (NEP) 2020 underscore the growing emphasis on digital integration in education. This shift places renewed responsibility on teacher education institutions to prepare future teachers for digitally enriched learning environments. The present study rethinks teacher education in India by examining the digital readiness of teacher preparation programmes, teachers’ perceptions of digital professionalism, and institutional challenges in adopting emerging technologies. Employing a mixed-methods research design, data were collected through surveys, interviews, and curriculum analysis from selected teacher education institutions. The findings reveal notable gaps in curriculum alignment, technological infrastructure, and opportunities for continuous professional development. The study emphasizes the need to embed digital competence, innovative pedagogical practices, and ethical use of technology within teacher education curricula. The paper concludes with strategic recommendations to strengthen teacher preparation and support sustainable digital transformation in Indian schools.
Keywords: Digital Transformation, Teacher Education, Digital Competence, Digital Professionalism, NEP 2020, India.
Page No: 39-43