Teacher Training and Technology Integration for Enhancing 21st-Century Skills: The Case of Government Secondary School Teachers in Mfoundi Division, Yaounde, Cameroon

Abstract

The rapid advancement of technology and globalization has transformed the skills required for effective participation in the 21st-century knowledge economy. Education systems, including that of Cameroon, are increasingly expected to support the development of learners’ critical thinking, creativity, collaboration, communication, and digital literacy skills. Achieving this goal largely depends on teachers’ professional capacity to integrate technology into instructional practices. However, limited teacher preparation in information and communication technology (ICT) remains a major challenge in many public secondary schools. This study examines the role of teacher training and technology integration in enhancing the development of 21st-century skills in government secondary schools in the Mfoundi Division of Yaounde, Cameroon. Guided by Human Capital Theory and Track Theory, the study conceptualizes teacher training as a strategic investment that enhances pedagogical and technological competencies necessary for skill-oriented teaching. A survey research design was adopted, involving 380 teachers drawn from six government secondary schools. Data were collected using validated questionnaires and analyzed using descriptive statistics and Pearson product–moment correlation. Findings indicate that while teachers demonstrate strong competence in lesson planning, reflective practice, and instructional strategies, their level of technology integration remains relatively low. The results further reveal a statistically significant relationship between teacher training and technology-supported practices associated with 21st-century skills. The study underscores the need for systematic and sustained professional development programs that emphasize digital literacy, learner-centered pedagogy, and collaborative professional learning communities. Strengthening teacher training is therefore essential for supporting 21st-century skills development and advancing human capital development in Cameroon.