XHOVANA CAKE, RUDINA OSMANAJ, EDLIRA HABILAJ
Abstract
The rapid digital transformation of education has significantly changed the competencies expected from teachers, particularly in science education. Physics teachers are increasingly required to integrate digital technologies, simulations, virtual laboratories, and interactive learning environments into their instructional practices. This study investigates the extent to which current physics teacher education programmes prepare future and practicing teachers for technology-enhanced instruction. A mixed-method research design was employed, combining comparative curriculum analysis with empirical research. The study compared Master’s programmes for physics teacher education in Albania, Kosovo, Montenegro, North Macedonia, Italy, and the Netherlands, focusing on pedagogical, didactic, practical, theoretical, digital, and research components. In addition, questionnaire data were collected from 63 upper secondary physics teachers and 13 student teachers enrolled in the Master of Science in Physics Teaching programme. Findings indicate that the Albanian programme provides a balanced pedagogical and theoretical foundation; however, the digital component remains relatively limited compared with several European programmes. Teachers and student teachers acknowledged the importance of digital technologies for improving conceptual understanding and student engagement, while simultaneously identifying deficiencies in technology-related preparation, practical training, and access to educational technologies. The results suggest a need for curriculum modernization through stronger integration of digital competence, simulation-based learning, virtual laboratories, and innovative teaching methodologies. Such reforms would contribute to aligning teacher preparation programmes with European educational frameworks and the demands of contemporary STEM education.
Key words: Physics education, teacher education, digital competence, technology integration, STEM education, digital transformation.