Authors: Dr. VIDHU GAUR¹, Dr. PURVI PAREEK² and Dr. NEERA JAIN³

Abstract

The swift progress in society in recent years has required alterations in the expectations of both citizens and educators. The incorporation of information and communication technology (ICT) into education has underscored the necessity of cultivating digital competence among educators, presenting a significant challenge for teacher training programs. This study seeks to assess the digital competency of educators engaged in Lifelong Learning in the Delhi/NCR region. A quantitative, cross-sectional research methodology was utilized to attain this purpose, utilizing a sample of 40 teachers from different schools in the region. The results indicated a substantial deficiency in instructors' abilities across the five aspects of digital competence, especially in digital content creation. The investigation revealed a direct association between previous ICT training and the aspects of communication, collaboration, and content production. The study revealed that instructors who voiced apprehensions over their preservice ICT training were generally younger and possessed fewer than 10 years of professional experience. This demographic insight indicates that younger instructors may perceive themselves as less equipped to properly use digital resources into their teaching methodologies. The continuous enhancement of digital teaching competency is a significant problem for the education system. It is essential to address this issue, as it will remain a primary focus in the training of contemporary educators. Improving digital proficiency is crucial for promoting creative pedagogical approaches and enabling educators to adjust to the changing requirements of the digital era. By prioritizing this development, we may create a basis for a transformational educational framework that facilitates successful learning and equips students for the future.

Keywords: Teacher Training; Digital competence; Information and Communication technologies; Educational challenges.

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