The integration of Information and Communication Technology (ICT) has emerged as a central component of contemporary educational transformation, aiming to enhance pedagogical effectiveness, learner engagement, and digital competency development. Despite increasing policy emphasis on digital pedagogy, a persistent gap continues to exist between teachers’ theoretical understanding of ICT and its effective classroom implementation. The present study investigates and compares the theory–practice gap among pre-service and in-service teachers in relation to ICT integration. The study employed a quantitative comparative survey research design involving 46 pre-service teachers and 50 in-service teachers. Data were collected using a structured questionnaire consisting of 22 Likert-scale items measuring six dimensions: theoretical knowledge, practical readiness, ICT skills, training and exposure, barriers, and perceived theory–practice gap. Reliability analysis indicated excellent internal consistency (Cronbach’s Alpha = 0.90 for pre-service teachers and 0.88 for in-service teachers). Descriptive statistics and independent samples t-tests were utilized for data analysis. The findings reveal that pre-service teachers demonstrate significantly higher levels of theoretical knowledge and ICT training exposure, whereas in-service teachers report greater barriers and a more pronounced theory–practice gap. No statistically significant differences were observed in practical readiness and ICT skills. The results suggest that although teacher education programmes provide conceptual preparedness, real-world institutional and infrastructural constraints hinder effective ICT implementation. The study highlights the need for experiential learning opportunities, institutional support systems, continuous professional development, and context-responsive teacher preparation programmes to effectively bridge the gap between ICT theory and classroom practice.
ICT Integration, Theory–Practice Gap, Pre-Service Teachers, In-Service Teachers, Digital Pedagogy, Teacher Education, TPACK.
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