📄 Abstract
The relationships between technological development and learning are described, and the development of cultural tools and external memories is highlighted. The mechanisms of how learning integrates with ICT are examined from both socio-cultural and constructionist theoretical viewpoints. The concept of digital literacy is seen to be inextricably linked to learning processes as social behaviors. Examples of ways to introduce and apply digital literacies in teacher education courses and programs are provided. Learning settings that can facilitate the development of digital literacies are illustrated using examples from teacher education institutes. The Digital Saksharta Abhiyan (DISHA) aims to promote digital literacy across India, yet its integration into teacher education faces critical challenges. Limited digital infrastructure, inadequate training, and resistance to technological change hinder effective implementation. Teacher educators require redefined pedagogical approaches to align with digital competencies essential for 21st-century learning. Addressing these gaps is vital for realizing DISHA’s vision of inclusive digital empowerment in education (MHRD, 2019; UNESCO, 2020).
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📚 How to Cite:
Arvind Kumar, Bindu Rani , TEACHER EDUCATION IN THE ERA OF DIGITAL SAKSHARTA ABHIYAN (DISHA): ISSUES AND CHALLENGES FROM AN INDIAN PERSPECTIVE , Volume 10 , Issue 10, october 2025, EPRA International Journal of Research & Development (IJRD) ,