INTEGRATION OF DIGITAL PEDAGOGY IN TEACHER  TRAINING AND ITS IMPLICATION FOR NATIONAL TECHNOLOGICAL ADVANCEMENT IN NIGERIA

Abstract

This paper examines the integration of digital pedagogy in teacher training and its implications for national technological advancement. In an increasingly digitalized global landscape, the effectiveness of education systems depends largely on the capacity of teachers to utilize technology-driven instructional strategies. The paper argues that embedding digital pedagogy into teacher education programmes enhances teachers’ competencies in the use of information and communication technologies (ICT), thereby improving teaching quality and fostering innovation among learners. Drawing on contemporary literature and policy frameworks, the paper highlights how digitally competent teachers contribute to the development of a technologically skilled workforce, which is essential for national growth and competitiveness. The paper posits that the alignment of teacher training curricula with digital realities promotes critical thinking, problem-solving skills, and adaptability among students’ key attributes required in modern economies. It also identifies challenges such as inadequate infrastructure, limited access to digital tools, and insufficient professional development opportunities as barriers to effective implementation. The paper advocates for strategic investments in digital infrastructure, continuous teacher professional development, and supportive educational policies to strengthen the integration process. The paper concludes that the successful integration of digital pedagogy in teacher training is not only an educational reform strategy but also a national development imperative.