https://agpegondwanajournal.co.in/index.php/agpe <p style="margin: 0in; margin-bottom: .0001pt;">AGPE The Royal Gondwana Research Journal of History, Science, Economic, Political and Social Science is Online &amp; print research Journal| Journal is Multidisciplinary | A Peer Reviewed and open access indexed research journal | Our Journal is devoted to Professors, Research Scholars, Students, Teachers, Educationists for the recent studies &amp; research.</p> <p style="margin: 0in; margin-bottom: .0001pt;"><strong>ISSN (E):</strong> 2583-1348</p> <p style="margin: 0in; margin-bottom: .0001pt;"><strong>Frequency: </strong>Monthly </p> <p style="margin: 0in; margin-bottom: .0001pt;"><strong>Publishing body:</strong> Adivasi Gondwana Bhasha Prachar Bahuudheshiya Shikshan Sanstha Tipagad Warora.</p> <p style="margin: 0in; margin-bottom: .0001pt;"><strong>Chief Editor:</strong> Gondraje Dr. Birshah Atram<br /> Founder &amp; President of Trust.</p> <p style="margin: 0in; margin-bottom: .0001pt;"><strong>Starting year:</strong> 2019</p> <p style="margin: 0in; margin-bottom: .0001pt;"><strong>Subjects:</strong> Multidisciplinary</p> <p style="margin: 0in; margin-bottom: .0001pt;"><strong>Accepted languages:</strong> English, Hindi and Marathi (Multiple)</p> <p style="margin: 0in; margin-bottom: .0001pt;"><strong>Publication format:</strong> Online </p> <p style="margin: 0in; margin-bottom: .0001pt;"><strong>Email: </strong>agpe.researchjournal@gmail.com</p> <p style="margin: 0in; margin-bottom: .0001pt;"><strong>Website:</strong> www.agpegondwanajournal.co.in</p> <p style="margin: 0in; margin-bottom: .0001pt;"><strong>Address</strong>: Near St. Alphonsa’s Public School Warora,<br />Mitra Chowk, Warora - 442907, Dist. Chandrapur,<br />Maharashtra State, India</p> <p style="margin: 0in; margin-bottom: .0001pt;"><strong>Type of articles</strong>: Research Papers, Survey Papers, Review Papers, Informative article, Case studies, Short report and Comparative studies.</p> <p><img src="https://agpegondwanajournal.co.in/public/site/images/admin/inauguration--journal-web1-6108047fab02f08acbd43c4abbfac211.jpg" alt="" width="512" height="203" /></p> <p class="CDt4Ke zfr3Q" dir="ltr"><a href="https://youtu.be/4k6FQNg_0Xw"><em><strong>Inauguration of AGPE The Royal Gondwana Research Journal in Gondwana University, Gadchiroli (Maharashtra State) <em class="fa"> </em></strong></em></a></p> <p class="CDt4Ke zfr3Q" dir="ltr"><a href="https://agpegondwanajournal.co.in/index.php/agpe/scope"><em><strong>Scope of Research papers (Click here)</strong></em></a></p> Adivasi Gondwana Bhasha Prachar Bahuddeshiya Shiksan Sanstha en-US AGPE THE ROYAL GONDWANA RESEARCH JOURNAL OF HISTORY, SCIENCE, ECONOMIC, POLITICAL AND SOCIAL SCIENCE 2582-8800 https://agpegondwanajournal.co.in/index.php/agpe/article/view/483 <p>The rapid digital transformation of education, strengthened by India’s 2020 education reform policy, has redefined the role of teachers as facilitators of technology-enabled learning. As a result, digital literacy has emerged as a core professional competency, becoming essential for effective pedagogy in contemporary classrooms. In this context, the present study investigates the digital readiness of pre-service and in-service teachers and explores its relationship with digital competencies and teaching readiness. To achieve this objective, a quantitative descriptive research design was employed, and data were collected from 100 respondents using a five-dimensional Digital Literacy Assessment scale. Subsequently, the collected data were analyzed using descriptive statistics and independent-samples t-tests. The findings reveal no significant difference in the overall level of digital literacy between the two groups, suggesting convergence in basic digital competencies. However, dimension-wise analysis indicates uneven development, with strengths in digital communication and cyber safety and persistent gaps in digital content creation and technology-integrated pedagogy. Significant differences in teaching readiness in favor of in-service teachers, underscoring the pedagogical value of professional experience. Moreover, a strong association between digital literacy and teaching readiness underscores digital competence as a pedagogical enabler rather than merely a technical skill. The study concludes that a shift from fragmented, operational training toward practice-embedded professional development, aligned with the Technological Pedagogical Content Knowledge (TPACK) framework, is essential to bridge the gap between ‘clicking’ and ‘teaching’</p> Samima Khatun Mohd. Shakir Copyright (c) 2026 Samima Khatun , Dr. Mohd. Shakir https://creativecommons.org/licenses/by-nc-sa/4.0 2026-05-07 2026-05-07 7 5 1 7