An Empirical Study on the Impact of Digital Transformation on Teacher Education Institutions
DOI:
https://doi.org/10.64882/ijrt.v14.iS1.1111Abstract
The rapid development of digital technologies has radically transformed teacher education institutions, transforming the pedagogical practise, operations of the institutions and faculty competencies. Based on these five main dimensions, which are investigated in this empirical study to understand how digital transformation affects quality of teacher education by usung variables like digital infrastructure, faculty digital competence, technology-enabled teaching-learning practises, institutional digital support and leadership, and digital learning resources & content. To use a quantitative, descriptive-analytical research design, a structured questionnaire was used to collect primary data with 200 teachers that were chosen with the help of simple random sampling method. The answers measured on a 5 level Likert scale and the instrument exhibited a satisfactory degree of reliability with the Cronbachs coefficients of alpha being higher than 0.70. The SPSS was used in data analysis, and such statistical methods as descriptive statistics& Inferential statistics were applied.
The results show that the five dimensions of digital transformation have significant impact on the quality of teacher education at the 5% level of significance. Digital competence in faculty was the strongest predictor (50.7) with technology enabled teaching learning practises at number two (47.5), digital learning resources and content (41.6) and digital infrastructure (40.2) followed by digital support and leadership in institutions (35.8). There was a large practical significance, as all effect sizes were large, based on Cohen f 2. As a result, all the null hypotheses were rejected and the alternative hypotheses accepted.
The paper concludes that digital transformation, as a whole, i.e., infrastructure, trained faculty, innovative approaches to teaching, a supportive administration and quality digital content is a key to improving the quality of teacher education. The results present powerful suggestions to policymakers, institutional administrators, and educators who would like to enhance teacher education by introducing digital programmes with a well-calculated strategy.
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