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@article{197127,
        author = {Ms. Sweta Amrutlal Dabhi and Prof Dr Alka Macwan},
        title = {Digital Pedagogy in Teacher Education: A Survey of Prospective Teachers’ Awareness, Attitudes, Readiness, and Innovative Teaching Practices},
        journal = {International Journal of Innovative Research in Technology},
        year = {2026},
        volume = {12},
        number = {11},
        pages = {5974-5996},
        issn = {2349-6002},
        url = {https://ijirt.org/article?manuscript=197127},
        abstract = {The integration of digital pedagogy in teacher education has become increasingly significant in response to evolving educational contexts and technology-mediated learning environments. Preparing prospective teachers to effectively use digital tools and adopt innovative teaching practices is essential for ensuring pedagogical relevance and instructional effectiveness in contemporary classroms. The present study aims to examine prospective teachers’ awareness, attitudes, readiness, digital competence, and innovative teaching practices related to digital pedagogy, along with perceived institutional support and barriers.
A survey method was employed to collect data from prospective teachers enrolled in teacher education programmes. A self-developed, structured questionnaire based on established theoretical frameworks, including the TPACK Model, Technology Acceptance Model (TAM), and Constructivist Learning Theory, was used for data collection. The instrument comprised multiple dimensions measuring awareness of digital pedagogy, attitudes towards technology integration, readiness and competence for digital teaching, inclination towards innovative pedagogical practices, and perceived constraints. Descriptive and inferential statistical techniques were applied to analyze the data, with selected demographic variables such as gender, age group, programme type, subject specialization, year/semester, and type of institution considered for comparative analysis.
The findings indicate varying levels of awareness, attitudes, and readiness among prospective teachers, highlighting both strengths and areas requiring targeted pedagogical support. Differences across certain demographic variables suggest that contextual and institutional factors play a significant role in shaping perceptions and preparedness for digital pedagogy. The study underscores the importance of systematically embedding digital pedagogy and innovation within teacher education curricula to enhance future teachers’ preparedness for technology-enabled classrooms.
The study contributes to the existing literature by providing survey-based empirical evidence on multidimensional aspects of digital pedagogy in teacher education. The findings have implications for curriculum design, teacher preparation programmes, and policy initiatives aimed at strengthening digital pedagogical competence among prospective teachers.},
        keywords = {Digital Pedagogy; Teacher Education; Prospective Teachers; Innovative Teaching Practices; Digital Readiness; Technology Integration},
        month = {April},
        }