THE FUTURE OF TEACHING AND INSTITUTIONAL ADAPTATION: THE CASE OF TECHNICAL TEACHERS’ TRAINING COLLEGES OF THE UNIVERSITIES OF DOUALA (ATTCTE) AND BAMENDA (HTTTC)

This study examines how the Advanced Teachers’ Training College for Technical Education (ATTCTE) of the University of Douala and the Higher Technical Teachers Training College (HTTTC) of the University of Bamenda are adapting to prepare future Technical and Vocational Education and Training (TVET) teachers for the demands of the 21st century classroom. Three specific objectives gave focus to the study: To investigate the readiness of Higher Technical Teacher's Training Colleges (HTTTCs) to address emerging educational challenges; to identify challenges and barriers faced by HTTTCs in adapting to 21st-century TVET teacher preparation demands; and to recommend strategies for integrating technology into HTTTC programs to enhance teacher education and student outcomes. A mixed-methods approach was employed, combining qualitative and quantitative research methods. Data were collected from 110 teaching staff members across both colleges using structured questionnaires and semi-structured interviews. Descriptive statistics, including means and frequency counts, were used to analyze the data, while thematic analysis was conducted for qualitative insights. Findings reveal that HTTTCs are generally not well-prepared to address emerging educational challenges, as indicated by low scores in areas such as staff preparedness (Mean = 2.15), professional development opportunities (Mean = 2.18), and the availability of resources (Mean = 2.36). However, the institutions demonstrated some readiness in curriculum updates (Mean = 2.55), external partnerships (Mean = 2.81), and stakeholder feedback integration (Mean = 2.84). Major barriers to adaptation include budgetary constraints (Mean = 2.70), inadequate training in new technologies (Mean = 2.62), and resistance to change among staff (Mean = 2.56). Strategies for technology integration, such as ensuring equitable access to digital tools (Mean = 2.60), student feedback mechanisms (Mean = 2.95), and staff training programs (Mean = 2.73), were found to be essential. The study recommends the need for increased investment in staff development, infrastructure enhancement, and stronger industryacademia linkages to improve the effectiveness of TVET teacher training. Institutional commitment to fostering innovation and technology-driven learning will be critical in ensuring that HTTTCs are well-equipped to meet the demands of modern education.