Evaluating the Role of Digital Professional Development in Enhancing Teaching Competencies of Pre-Primary and Primary Teachers in Post-Pandemic India
Keywords:
Digital Professional Development, Teacher Competency, Pre-Primary Education, Primary Education, Post-Pandemic Education, Digital Pedagogy, India.Abstract
The COVID-19 pandemic triggered an unprecedented transformation in the education sector worldwide, compelling educators to rapidly transition from traditional classroom-based teaching to digital and hybrid modes of instruction. In India, this shift exposed significant gaps in teachers’ digital competencies, particularly among pre-primary and primary educators who traditionally rely on activity-based, interactive pedagogies. This study evaluates the role of digital professional development (DPD) in enhancing teaching competencies among early-grade teachers in post-pandemic India.
The research adopts a mixed-method approach, combining quantitative survey data from 250 teachers across urban, semi-urban, and rural schools with qualitative insights obtained through interviews and focus group discussions. The study examines key competency areas, including digital literacy, pedagogical adaptability, classroom management in virtual settings, assessment strategies, and student engagement.
Findings indicate that structured digital professional development programs significantly improve teachers’ confidence, instructional strategies, and use of technology in classrooms. However, disparities persist based on geographical location, institutional support, and access to digital infrastructure. The study also identifies critical challenges such as lack of continuous training, technological barriers, and insufficient policy implementation at the grassroots level.
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