Published Paper Details:

Abstract Integrating Information and Communication Technology (ICT) into numerous academic subjects has become a priority for educational institutions globally as technology continues to revolutionize the educational landscape. With a specific focus on their function in equipping teachers to successfully incorporate ICT into Religious and Moral Education (RME), this systematic study explores the relationship between teacher preparation programs and digital competency. The review starts out by giving a general overview of the constantly changing field of ICT in education and stressing both its advantages and disadvantages in relation to RME With a focus on teacher training programs, the study explores how these programs have adapted to accommodate the changing educational environment and the role they play in fostering digital competence among educators. Methodologically, this systematic review employs a rigorous search strategy, including an extensive examination of academic databases and relevant literature, to identify key themes, trends, and best practices. A comprehensive analysis of the selected studies is conducted, focusing on various aspects such as the content of teacher training programs, the impact of digital competence on teaching effectiveness, and the perceptions of educators and students regarding the integration of ICT in RME. The systematic review's conclusions emphasize how crucial it is for educators to have well-crafted teacher preparation programs in order to give them the abilities and information needed to successfully incorporate ICT into RME. These findings also shed light on the evolving nature of digital competence and its multifaceted implications for pedagogy in this specific context. Additionally, the review emphasizes the significance of understanding and addressing potential challenges and concerns related to ICT integration in RME. By synthesizing existing research, this study provides valuable insights for educators, policymakers, and educational institutions aiming to enhance the quality of RME through practical teacher training in the digital age. It also suggests directions for future research and presents recommendations for the development of more comprehensive and tailored teacher training programs to support educators in this evolving educational landscape.