Abstract

The integration of digital technologies in education has become increasingly important for enhancing teaching and learning process. It has made techno-pedagogical competence an essential aspect of teacher preparation. This study investigates the techno-pedagogical readiness of prospective English language teachers incorporating the Technological Pedagogical Content Knowledge (TPACK) framework. A descriptive research method was used, and data were collected from 24 prospective English language teachers enrolled in the Bachelor of Education (B.Ed.) programme in Darbhanga district. The findings demonstrated that prospective English language teachers possess moderate to slightly high level of awareness and confidence in techno-pedagogical integration. However, the integration of techno-pedagogical strategies in lesson planning and classroom teaching practice remains severely limited. The findings revealed that there is a gap between theoretical understanding and practical implementation of technology in teaching. The study emphasizes the importance of strengthening teacher education programs through hands-on, practice-oriented techno-pedagogical training, access to improved digital resources and infrastructure to enhance teachers’ readiness for technology-enhanced classrooms.