Integrating of the UNESCO Digital Teacher Course in the Teacher Education Program: A Case of AKU-IED Med Program

Esther Kibga (), Oluwakemi Olurinola () and Fredrick Mtenzi ()

Journal of Education and Practice, 2025, vol. 9, issue 3, 16 - 35

Abstract: Purpose: This study planned to explore the effect of the UNESCO advanced educator course in the M.Ed. instructor training program at the Aga Khan College, Dar es Salaam specifically on digital pedagogical competency. Methodology: The research study employed a pre-experimental research design and fifty-nine (59) Aga Khan University M. Ed Education students from the three East African countries were involved. The research instruments involved in this study include a competency level rating scale (SelfieForTeachers) and a pre-post-training survey. Findings: The findings revealed the influence of the UNESCO Digital Teacher course on enhancing participants' digital pedagogical competencies, with a specific emphasis on their familiarity with advanced devices and the creation and utilization of computerized assets for teaching. Besides, a smaller advancement in the utilization of digital resources and video conferencing tools was noted among the educators which highlights areas that may benefit from further refinement in future versions of the course. Unique Contribution to Theory, Policy and Practice: These findings provide valuable perspectives in the ongoing dialogue on enriching educators' digital skills through focused professional development opportunities.

Keywords: Digital Teacher; Teacher Education; Digital Teacher; Pedagogical Competencies; Peer Learning; Professional Practice (search for similar items in EconPapers)
Date: 2025
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