The Impact of ICT Integration in Teacher Training Programs on Trainee Competencies: A Quantitative Analysis in Sri Lankan National Institutes of Education

The present study examines the effects of ICT education on the competency development of 600 trainee teachers in Sri Lanka's National Institutes of Education (NIE). With respect to ICT tools and their interfaces in relation to digital literacy, teaching, and overall facilitator effectiveness, the author presents a discrete quantitative, cross-sectional ICT study. The sample was made up of 300 teachers educated in ICT and 300 teachers educated in traditional (non-ICT) methods. The study utilized a self-administered questionnaire. The author applied and described ICT, regression, and correlation analyses and integrated the ICT variable with effectiveness and competency development in Sri Lanka. The author observed that ICT educators had a higher self-efficacy and ICT tool usage and demonstrated improvements in digital literacy and pedagogy compared to non-ICT educators. A lack of integration of supplemental education technology to support teaching baseline ICT competencies was noted. A holistic approach to teacher training was advocated based on the integrated train of constructivist learning theory and TPACK framework. This study advances the empirical support of ICT and its contribution to the Sustainable Development Goal (SDG) 4, Quality Education, by demonstrating the increased value of educator competencies. The study offers actionable insights to enhance ICT training within the teacher education curricula in Sri Lanka, with the aim of equipping teachers to tackle the challenges of the digital era.