Vol. 7, Issue 2, Part A (2025)

The research aims to evaluate the digital skills and competencies of tribal teachers, identify areas for improvement, and explore the extent of ICT integration in their teaching practices. A survey method was employed, involving a sample of 200 teachers selected through simple random sampling from 20 secondary schools in Kohima district, Nagaland. Two self-developed tools, the Tribal Teacher Digital Skills and Competencies Evaluation (TTDSCE) and the ICT Practices Survey, were employed to gather data, with analysis conducted through frequency and percentage analysis. The findings reveal that while teachers are confident in basic digital skills such as accessing online resources (52.5%) and using digital tools to deliver lessons (96.5%), they struggle with advanced skills like creating digital content (74.5% Not Confident), creating multimedia content (92.5% Not Confident), and designing innovative solutions (70.5% Not Confident). The study underscores the scarcity of ICT integration in classroom practices, with only 14% of teachers using computers or laptops during teaching sessions and 9.5% utilizing presentation software. Furthermore, teachers face challenges in using online collaboration tools and participating in online communities. The study identifies areas for improvement, including creating digital content, using online collaboration tools, designing innovative solutions, accessing digital devices and internet connectivity, and providing training and support for teachers. The study insights can inform policymakers and educators in developing strategies to bridge the digital divide and upgrade the excellence of education in tribal areas.