Social Science and Human Research Bulletin

Digital transformation in teacher education requires more than the adoption of devices or learning management systems; it demands a redesign of curriculum, pedagogy, assessment, and professional learning around teachers’ capacity to teach meaningfully with technology. This chapter examines how educational technology can be integrated into teacher preparation through a competency-based and practice-oriented model. Drawing on research on technological pedagogical content knowledge (TPACK), teacher digital competence (TDC), pre-service teacher preparation, and technology-enabled professional development, the chapter argues that future teachers need integrated competencies: pedagogical design with technology, digital assessment literacy, ethical and inclusive use of digital tools, collaboration in networked learning environments, and reflective professional growth. The discussion highlights the crucial role of teacher educators as role models and gatekeepers, the need to connect campus-based coursework with school-based practice, and the importance of institutional leadership and infrastructure. The chapter proposes a five-pillar framework for digital transformation in teacher education: vision and governance, curriculum integration, pedagogical modelling, authentic practice, and quality assurance. It concludes with implications for teacher education institutions seeking to prepare digitally competent, reflective, and professionally excellent teachers.

Digital transformation; educational technology; teacher education; teacher digital competence; TPACK; pre-service teachers

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