RECONCEPTUALIZING TEACHER EDUCATION THROUGH THE LENS OF ESSENTIAL DIGITAL SKILLS AND PROFESSIONAL COMPETENCIES

A REVIEW

Abstract

In the context of rapid digital transformation and evolving educational demands, this paper argues for a reconceptualization of teacher education in Nigeria that places digital skills and professional digital competencies at its core. Drawing on empirical studies of Nigerian teachers’ digital readiness, policy analyses, and international competence frameworks (such as Constructivist Learning Theory and TPACK), the paper identifies current gaps in pre-service and in-service teacher preparation. Researchers propose an integrated model for embedding digital competence into teacher education programs, undergirded by capacity building, assessment, and policy alignment. The paper concludes with actionable recommendations for Nigerian teacher training institutions, policymakers, and professional bodies, and suggests future research directions to evaluate implementation efficacy.