Author: Dr. Moumita Mitra
DOI Link: https://doi.org/10.70798/PP/020300007
Abstract: Equity in teacher education has emerged as one of the most pressing challenges of the 21st century, as rapid technological advancement continues to reshape the landscape of teaching and learning. While Information and Communication Technology (ICT) has created unprecedented opportunities for knowledge sharing, collaborative learning, and global access to educational resources, it has also exacerbated inequalities between individuals and institutions with unequal access to technology. This research article critically explores how teacher education programs can address inequities by integrating ICT in ways that foster inclusion, empowerment, and transformative learning experiences. Drawing on theoretical frameworks such as social justice theory, critical pedagogy, and digital equity frameworks, the article examines global trends, barriers, and strategies for bridging the digital divide in teacher preparation programs. It further highlights policy-level initiatives, curriculum redesign, and professional development models that can equip teachers to become agents of equity in a digitalized world. The goal is to position teacher education as a key driver of equitable access to highquality digital learning for all learners, regardless of socioeconomic status, geography, or ability.
Keywords: Teacher Education, Equity, Digital Divide, Ict Integration, Digital Inclusion, Educational Technology, Social Justice.
Page No:48-54