This study examines the formulation and execution of a model that amalgamates optimised pedagogical settings with sophisticated technical elements to augment the efficacy of biology teacher education and professional development.  A quasi-experimental approach was utilised with 120 pre-service biology teachers, who were segregated into experimental and control groups.  The experimental group underwent training utilising a paradigm that integrated learner-centred instruction, modular lesson design, virtual biology laboratories, and digital educational resources.  Quantitative data from pedagogical and topic knowledge assessments, alongside qualitative input from questionnaires and interviews, indicated substantial enhancements in both pedagogical skills and subject mastery within the experimental group.  The results show how important it is for biology instructors to learn how to use technology and teaching methods together to get ready for the issues they will face in the classroom today.  The research offers pragmatic suggestions for the enduring integration of these training approaches into higher education institutions.  

Biology teacher education, didactic conditions, educational technology

Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University (4th ed.). McGraw-Hill Education.

Knowles, M. S. (1980). The Modern Practice of Adult Education: From Pedagogy to Andragogy. Cambridge Adult Education.

Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.

Mishra, P., & Koehler, M.J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge.

UNESCO (2021). Digital Learning and Teacher Training: Opportunities and Challenges.

National Research Council (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.

Shulman, L.S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review.

Voogt, J., Fisser, P., Roblin, N. P., Tondeur, J., & van Braak, J. (2013). Technological pedagogical content knowledge – A review of the literature. Journal of Computer Assisted Learning, 29(2), 109–121.

Windschitl, M. (2002). Framing Constructivism in Practice as the Negotiation of Dilemmas. Review of Educational Research, 72(2), 131–175.