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

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 supporting 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

communities. Strengthening teacher training is therefore essential for supporting 21st-century skills development

The 21st century has transformed the global landscape, with rapid technological advancement, globalization, and

the expansion of knowledge economies demanding new sets of skills for learners. Globally, successful education

reforms have demonstrated that teacher training is a decisive factor in equipping educators with the skills to use

technology effectively for instructional purposes. For instance, nations that invested heavily in continuous

professional development improved on student outcomes in areas such as problem-solving, digital collaboration,

and information management (Kafyulilo & Fisser, 2019; Schleicher, 2020). Conversely, in countries where

teacher preparation remains largely traditional and content-driven, schools struggle to adapt to the needs of 21st-

number of government secondary schools that serve diverse student populations. Despite policy efforts, teachers

in Mfoundi often rely on conventional methods due to insufficient training and support in technology integration.

This situation restricts students’ ability to acquire critical 21st-century skills such as digital literacy, collaborative

problem-solving, and critical thinking, which are increasingly required in both local and global labor markets

(Knight & Yorke, 2014; OECD, 2018). Given these gaps, this study seeks to examine how teacher training

influences the technological development of 21st-century skills among secondary school students in Mfoundi

Division. By focusing on teachers’ skills, practices, and professional development experiences, the study provides

evidence that can guide education stakeholders in improving training frameworks. Strengthening teacher capacity

is not only an educational reform priority but also a socio-economic strategy for Cameroon, as it directly

contributes to human capital development and long-term national growth (Becker, 1974; UNESCO, 2022).

In Cameroon, teachers are expected to play a central role in equipping learners with 21 first century skills by

making use of digital technology in modern pedagogy. However, this expectation is dented by the lack of training

and professional development to meet these demands (Darling-Hammond et al., 2017; Schleicher, 2020). Despite

the importance of ICT and 21st-century skills to students, educational policies and teacher training programs

remain limited in scope and ineffective in its approaches. Predominantly, pre-service education often lay

emphasis on content mastery and in-service professional development opportunities are inadequately resourced

(Tchombe, 2020). Consequentially, teachers frequently rely on traditional lecture-based approaches that restrict

service education programs often fail to equip graduates with skills needed to foster critical thinking, problem-

Ha: Teacher training programs influences technological development of 21st-century skills in Government

continuous professional development enhances teachers’ confidence in using ICT to support interactive and

Fisser (2019) found that teachers who participated in structured ICT training programs demonstrated greater

proficiency in digital literacy and in fostering collaborative learning compared to those without such exposure.

Similarly, Voogt et al. (2015) observed that sustained professional support enabled teachers to design

problembased learning activities that promoted creativity and critical thinking among students. In sub-Saharan

Africa, however, evidence suggests that weak professional training structures remain a barrier to ICT integration.

Ngussa and Kuboja (2021) reported that Tanzanian teachers often lacked the skills to effectively incorporate

digital tools in classroom instruction due to inadequate pre-service preparation and limited access to in-service

training. A more recent study by Tchombe (2020) in Cameroon emphasized that teacher capacity development is

rather than skills-oriented. This mismatch constrains the development of higher-order skills such as problem-

Similarly, Young, R. (2008) conducted a study to examine the impact of classroom computer technology use on

students’ grades, motivation, attitudes, and attendance. The study highlighted that schools that fail to keep pace

with technological advancements risk produce students who lack the skills necessary to succeed in further

education or the job market. Among the major barriers identified by the author, inadequate teacher training and

knowledge was a significant impediment to the effective adoption of technology. Findings indicated that while

teachers’ effective use of technology positively influenced students’ engagement, it did not lead to significant

improvements in grades or attendance, including among “at-risk” students. Moreover, teachers in the sample used

Furthermore, UNESCO (2022) highlights that in African contexts, teachers’ digital readiness is closely tied to the

availability of professional learning communities and access to ongoing support. Teachers who are exposed to

collaborative training environments not only integrate technology more effectively but also adopt innovative

practices that foster 21st-century skills. For example, Muwonge et al. (2021) demonstrated that Ugandan teachers

creativity in secondary schools. In Cameroon, empirical data reflect similar patterns. Nachuah (2019)

3.32). These findings highlight teachers’ commitment to continuous improvement and responsiveness to student

Strengthening classroom management strategies would likely contribute to improved student engagement and

The research examined the relationship between teacher training and technological development of twenty-first

century skills. The findings demonstrated that teacher training significantly influences the development of these