Abstract

In today’s digital age, equipping teachers with the skills to integrate technology effectively in education is imperative. This study focuses on integrating the Technological Pedagogical Content Knowledge (TPACK) framework, digital literacy, and computational thinking in B.Ed. programs across Nagaland. The research explores how these critical components are embedded in teacher training programs and their role in preparing pre-service teachers for technology-driven classrooms. A mixed-method approach was adopted, involving 150 participants, including teacher educators from teacher education institutions in Nagaland. Surveys were used to assess students’ digital literacy levels, computational thinking skills, and understanding of TPACK. Faculty interviews and classroom observations provided qualitative insights into curriculum design, pedagogical practices, and challenges in implementing these concepts. The findings revealed that while digital literacy and TPACK principles were partially integrated into the programs, computational thinking remained underemphasized. This study highlights the importance of aligning teacher education curricula with 21stcentury learning demands. It offers actionable recommendations to bridge the gaps, ensuring educators are better equipped for technology-enhanced teaching environments.