Impact of ICT Skills, Awareness, and Applications on Teaching Competencies of Prospective Teachers: A Systematic Review and Knowledge Gap Analysis
Acceptance: 08/07/2026
Published: 28/07/2026
Abstract
The rapid advancement of digital technologies has fundamentally transformed almost every aspect of society, with education being one of the most significantly affected sectors. Information and Communication Technology (ICT) has become an integral component of contemporary teaching-learning processes, enabling more interactive, flexible, and learner-centred educational practices. The shift to online education during the COVID-19 pandemic further highlighted the necessity for teachers to possess adequate ICT-related knowledge and competencies. As a result, policymakers and educational institutions across the world have increasingly recognized the importance of integrating ICT into teacher education programmes. In India, the National Education Policy (2020) reinforces this vision by advocating the meaningful use of digital technologies to improve the accessibility, inclusiveness, and quality of education. Consequently, teachers are now expected to combine pedagogical expertise with technological competence to effectively facilitate learning in digitally enriched classrooms. Although numerous studies have examined different dimensions of ICT integration in education, the available literature remains scattered, with limited efforts to examine ICT skills, ICT awareness, ICT applications, and teaching competencies within a unified framework. This fragmentation restricts a comprehensive understanding of how these dimensions collectively influence the professional preparedness of future teachers. The present paper systematically reviews existing national and international literature relating to ICT skills, ICT awareness, ICT applications, and teaching competencies among teachers and prospective teachers. Through a systematic synthesis of previous research, the study identifies major themes, emerging trends, methodological patterns, and existing research gaps. The review further establishes the need for comprehensive empirical investigation into the combined influence of ICT-related competencies on the teaching competencies of prospective teachers.
Author Name:
Preeti Tyagi & Dr. Ishwar Chandra Tripathi
Pages:
759-773
DOI Number:
10.5281/zenodo.21726121
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Writer Name
Preeti Tyagi & Dr. Ishwar Chandra Tripathi
Pages
759-773
DOI Numbers
10.5281/zenodo.21726121
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