Education is the most powerful tool that changes the entire nation’s development and improvement. Education supports the individual’s growth and growth of the nation, develop better moral and ethical values among individuals, act as a backbone of the entire society, creates better human beings, identifies and understands our responsibilities, makes this world to live better place. No doubt in that the knowledge, skills and attitudes acquired by students form the basis for nation building. At this juncture, it is the bounden duty of every educational institution to raise the standard and quality of teaching learning process, improve methods of pedagogy, integrate technology in classroom practices and enhance research activities.

According to National Education Technology Plan (NETP), Department of Education (2017), USA recommends that Technology can be a powerful instrument for transforming learning. Technology makes the learner to learn effectively, affirm and advance relationships between educators and students, reinvent our approaches to learning and collaboration, shrink long-standing equity and accessibility gaps, and adapt learning experiences to meet the needs of all learners. Our educational institutions should be incubators of exploration and invention. Educators should be collaborators in learning, seeking new knowledge, skills, beliefs and attitudes along with their students. Education leaders should set a vision for creating learning experiences that provide the right tools and supports for all learners to flourish. Use of technology enhances the quality of education and standards of our nation, along with our stakeholders (students and their families, teachers, teacher educators, researchers, administrators, policy makers, technology developers, society members, etc.).

In the 21st-century digital era, education is undergoing rapid transformation driven by technological advancements. To meet the evolving needs of learners and the education system, techno-pedagogy, the integration of technology with pedagogy and teaching competency, are essential for prospective teachers (student teachers or pre-service teachers). These components ensure that teachers are not only subject-matter experts but also capable of using technology to create dynamic, inclusive, and engaging learning environments.

Need and Significance of the Study

Teachers are moulding the students and society, so teacher educators must mould and shape the student teacher and teachers in order to fit the technological world. Curriculum, method of teaching, learning, teaching learning materials emphasised with the adaptation of technology-mediated classrooms.

The teacher educator with good techno-pedagogical skills yields better job opportunities and position along with better salary package. These teacher educators can train /produce technologically sound teachers in future, which will lead to establishing a technologically knowledgeable teacher community on par with global standards.

Techno-pedagogy knowledge of the teacher educator helps to reduce stress and frustration of the teacher with respect to their routine workload. Techno-pedagogical skills reduce the pressures on the part of teachers and students as well to get wider knowledge. This gives an opportunity to get quality education to unreached students.

Teaching competency is an integral part of any successful teaching career. It is essential for student teachers to develop and maintain a high level of professional competence in order to be effective teachers. Teaching competencies are the skills, knowledge, attitudes and values that enable student teachers to effectively plan lessons, deliver instruction, assess learning outcomes and manage their classrooms. These areas must be developed during teacher training programs in order for students to become competent educators who can foster meaningful learning experiences with their students.

The significance of teaching competencies lies in its ability to ensure quality education for all learners by providing them with well-prepared educators who have the necessary skillset needed for success as a classroom leader. Student teachers need guidance on how best they can create positive learning environments where every student feels safe enough to take risks while engaging actively in the lesson material being taught. Teachers’ personal qualities such as enthusiasm, patience and open-mindedness play an important role in creating optimal conditions that allow each learner reach his/her full potential.

Teaching competencies are essential for providing quality education to students. There are a variety of factors which can influence the level of teacher competencies, including training and development opportunities, educational background and experience, teaching strategies used in the classroom setting, access to resources and technology tools available for delivery of instruction as well as support from school administrators and motivation of the student teachers. Teaching competency plays an integral role not only in ensuring successful learning experiences among all types of learners but also helping prospective teachers gain the confidence needed so that one day, they too might become highly competent professionals within the educational system.

The fusion of techno-pedagogy and teaching competency is not optional but imperative for the success of prospective teachers. In a rapidly evolving educational landscape, these competencies empower future educators to be innovative, inclusive, and effective, thus preparing learners for a dynamic, digital future. Hence, the investigator has tried to explore the relationship between techno-pedagogical skills and teaching competency of prospective teachers.

Statement of the Problem

The statement of the problem is entitled as “A Study on Techno-Pedagogical Skills and Teaching Competency of Prospective Teachers”.

Objectives

1. To find out the level of techno-pedagogical skills of prospective teachers.
2. To find out the level of teaching competency of prospective teachers.
3. To find out the relationship between techno-pedagogical skills and teaching competency of prospective teachers.
4. To find out whether there is any difference in the techno-pedagogical skills among prospective teachers with regard to demographic variables viz., gender and educational qualification.
5. To find out whether there is any difference in the teaching Competency among prospective teachers with regard to demographic variables viz., gender and educational qualification.
6. To find out whether there is any difference in the techno-pedagogical skills among prospective teachers with regard to their religion and community.
7. To find out whether there is any difference in the teaching competency among prospective teachers with regard to their religion and community.

Hypotheses

1. The level of techno-pedagogical skills among prospective teachers is at a moderate level.
2. The level of teaching competency among prospective teachers is at a moderate level.
3. There is no significant relationship between techno-pedagogical skills and teaching competency of prospective teachers.
4. There is no significant difference in the Techno-Pedagogical Skills among prospective teachers with regard to demographic variable like gender and educational qualification.
5. There is no significant difference in the teaching competency among prospective teachers with regard to demographic variable like gender and educational qualification.
6. There is no significant difference in the techno-pedagogical skills of prospective teachers with regard to demographic variables like religion and community.
7. There is no significant difference in the teaching competency of prospective teachers with regard to demographic variables like religion and community.

Methodology in Brief

1) Method

The investigator has adopted the survey method of research to study the present topic.

2) Sample

The sample of the present investigation shall include 250 prospective teachers from Kanyakumari district by using stratified sampling.

3) Tools

The major tools of the study are

1. Personal Data Sheet
2. Techno-Pedagogical Skills Assessment Scale (Developed by Sibichen and Annaraja, 2009).
3. Teaching Competency Scale (Developed by P. Nagarajan & K. R. Selvakumar, 2024).

4) Statistical Techniques

The data will be analysed by using the following statistical techniques.

1. Percentage analysis
2. Mean
3. Standard Deviation
4. The t-test
5. ANOVA (F test)
6. Pearson’s product-moment correlation
7. Scheffe’s test

Results and Discussion

Hypothesis  1

The level of techno-pedagogical Skills among prospective teachers is at a moderate level.

Table 1. Percentage analysis of techno-pedagogical skills among prospective teachers

Table 1 showed that 20.4 % of prospective teachers have shown low,  65.6 % of prospective teachers have shown moderate, and 14.0 % of prospective teachers have high level of Techno-Pedagogical Skills.             

Hypothesis  2

The level of teaching competency among prospective teachers is at a moderate level.

Table 2. Percentage analysis of teaching competency among prospective teachers

Table 2 showed that 11.2 % of prospective teachers have shown low,  72.0 % of prospective teachers have shown moderate, and 16.8 % of prospective teachers have high level of Techno-Pedagogical Skills.

Hypothesis 3

There is no significant relationship between techno-pedagogical skills and teaching competency of prospective teachers.

Table 3. Correlation between techno-pedagogical Skills and teaching competency attitude of prospective teachers

Table 3 shows there is a negligible relationship between techno-pedagogical skills and teaching competency of prospective teachers.

Hypothesis  4

There is no significant difference in techno-pedagogical skills among prospective teachers with regard to demographic variables like gender and educational qualification.

Table 4. Comparison of techno-pedagogical skills among prospective teachers based on the variables like gender and educational qualification.

Table 4 showed that the obtained t-value of techno-pedagogical Skills among prospective teachers in terms of gender and educational qualifications were less than the table value of 1.97 at 0.05 level of significance. Hence, it can be inferred that the prospective teachers do not differ significantly in their techno-pedagogical skills with respect to gender and educational qualification. Therefore, null hypotheses are accepted.

Hypothesis  5

There is no significant difference in teaching competency among prospective teachers with regard to demographic variables like gender and educational qualification.

Table 6. Comparison of techno-pedagogical skills among prospective teachers based on the variables religion and community.

Table 6 showed that the obtained ‘F’ value of the techno-pedagogical skills among prospective teachers in terms of their religion and community were less than the table value (3.03) at 0.05 level of significance. Hence, it can be inferred that the prospective teachers do not differ significantly in techno-pedagogical skills with respect to religion and community. Therefore, null hypotheses are accepted.

Hypothesis 7

There is no significant difference in the teaching competency of prospective teachers with regard to demographic variables like religion and community.

Table 7. Comparison of teaching competency among prospective teachers based on the variables religion and community.

Table 7 showed that the obtained ‘F’ value of the teaching competency among prospective teachers in terms of their religion and community were less than the table value (3.03) at 0.05 level of significance. Hence, it can be inferred that the prospective teachers do not differ significantly in teaching competency with respect to religion and community. Therefore, null hypotheses are accepted.

Findings

Findings based on the level of techno-pedagogical skills and teaching competency

1. The level of Techno-pedagogical Skills of prospective teachers were at a moderate level.
2. The level of Teaching Competency of prospective teachers were at a moderate level

Findings based on correlation

3. There existed a negligible correlation found between techno-pedagogical skills and teaching competency of prospective teachers.

Findings based on t-test

4. Male and female prospective teachers did not significantly differ in their techno-pedagogical skills.
5. Male and female prospective teachers did not significantly differ in their teaching competency.
6. U.G. and P.G. prospective teachers did not significantly differ in their techno-pedagogical skills.
7. U.G. and P.G. prospective teachers did not significantly differ in their teaching competency.

Findings based on ANOVA

• There were no significant differences among the three groups, namely Hindu, Christian and Muslim prospective teachers in their techno-pedagogical skills. There were no significant differences among the three groups, namely Hindu, Christian and Muslim prospective teachers in their teaching competency.
• There were no significant differences among the three groups, namely OC, BC/MBC, SC/ST prospective teachers in their techno-pedagogical skills. (F=0.044)
• There were no significant differences among the three groups, namely OC, BC/MBC, SC/ST prospective teachers in their teaching competency.

Conclusion

The present study examined the relationship between techno–pedagogical skills and teaching competency among prospective teachers. The findings revealed that both techno–pedagogical skills and teaching competency of prospective teachers were found to be at a moderate level. The correlation analysis indicated that there exists only a negligible relationship between these two variables, suggesting that higher techno–pedagogical skills do not necessarily translate into higher teaching competency.

Further, the results of the t-test showed no significant difference in techno–pedagogical skills and teaching competency with respect to gender and educational qualification. This implies that both male and female prospective teachers, as well as those with undergraduate and postgraduate qualifications, possess a similar level of skills and competency. Similarly, the results of ANOVA indicated no significant difference in techno–pedagogical skills and teaching competency concerning religion and community. This suggests that these factors do not influence the professional readiness of prospective teachers in terms of their technological integration and teaching abilities.

Overall, the study highlights that while prospective teachers demonstrate a moderate level of techno–pedagogical skills and teaching competency, these are not significantly shaped by personal or background variables such as gender, educational qualification, religion, or community. Hence, there is a need for focused training programs, workshops, and curriculum interventions to strengthen both techno–pedagogical skills and teaching competency among prospective teachers, thereby equipping them to meet the demands of modern classrooms effectively.

Recommendations of the study

In light of the findings, the study recommends the systematic integration of techno–pedagogical training in teacher education curricula to strengthen prospective teachers’ readiness for digital-age classrooms. Regular workshops, seminars, and professional development programs should be conducted to enhance digital literacy, instructional design, and pedagogical innovation. ICT-enabled teaching practice sessions need to be emphasised, supported by adequate infrastructure and access to digital resources. Further, mentorship and peer-learning initiatives may be promoted to foster collaborative growth. As no significant differences were observed across gender, qualification, religion, or community, training interventions should be inclusive and uniformly designed for all prospective teachers. Finally, policy-level initiatives must prioritise techno–pedagogical competencies as a core requirement in teacher education standards.