ICT integration practices in the teacher education program at Jimma University

Post-pandemic education has evolved beyond mere hardware provision; it now demands a fundamental shift in pedagogy, moving from the presence of technology to its purposeful application. In this context, empowering pre-service teachers with ICT integration skills worthwhile. This study explored ICT integration practices and the preparedness of Pre-Service Teachers (PSTs) at Jimma University. Employing a descriptive qualitative methodology, data were gathered through interviews, focus group discussions, classroom observations, and document analysis. Member-checking and colleague verification were conducted to maintain the credibility and trustworthiness of the results. Using a purposive sampling technique, the study participated 36 key stakeholders, including deans, instructors, pre-service teachers, and coordinators for quality assurance and e-learning. Data were analyzed thematically using ATLAS.ti Software. The findings reveal a considerable gap between national policy aspirations and institutional practice. Although basic ICT infrastructure exists, digital technologies are predominantly used to support traditional lecture-based instruction rather than student-centered, technology-enhanced pedagogy. The harmonized B.Ed. curriculum lacks explicit integration of the Technological Pedagogical Content Knowledge (TPACK) framework, limiting opportunities for pre-service teachers to develop pedagogically meaningful digital competencies. While students demonstrate personal digital literacy through the use of smartphones and online communication platforms, these competencies are rarely transformed into professional teaching practices. Additional barriers include inadequate professional development for teacher educators, limited practical learning experiences, continued reliance on paper-based assessment, and insufficient institutional support. The study contributes to the literature by demonstrating that access to technology alone is insufficient for meaningful ICT integration; pedagogical competence and curriculum alignment are equally critical. It recommends embedding TPACK throughout teacher education curricula, strengthening continuous practice-oriented professional development, improving ICT infrastructure and technical support, and gradually adopting digital assessment practices to better prepare digitally competent teachers capable of supporting Ethiopia's ongoing educational digital transformation.