COMPARATIVE ANALYSIS OF TECHNO-PEDAGOGICAL COMPETENCIES AMONG UNDERGRADUATE AND PRE-SERVICE EDUCATION STUDENTS: ASSESSING READINESS FOR 21ST-CENTURY TEACHING AND LEARNING

Abstract

In the fast developing educational setting, techno-pedagogical competencies play a decisive role in preparing future educators for technology-integrated teaching and learning. This study presents a comparative analysis of techno-pedagogical competencies among undergraduate and pre-service education students, focusing on differences based on program enrollment, computer availability, and internet access. A quantitative research design was employed, utilizing an independent samples t-test to analyze the variations in techno-pedagogical competencies. The findings reveal that undergraduate students demonstrate significantly higher techno-pedagogical competencies compared to pre-service education students enrolled in B. Ed programs. The majority of respondents from undergraduate programs exhibited greater proficiency in integrating technology into their teaching practices. Further analysis indicates that students with access to computers possess significantly stronger techno-pedagogical competencies than those without computer facilities. Similarly, participants with internet access outperform those lacking such resources in terms of their ability to effectively integrate technology into instructional settings. These findings highlight the critical role of digital accessibility in developing techno-pedagogical competencies. The study underlines the need for better technological resources and support within teacher education programs to ensure evenhanded openings for all pre-service teachers in attaining necessary digital teaching skills.