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

The integration of technology-driven pedagogical innovations into teacher education programs has the potential to enhance teaching effectiveness, promote interactive learning, and better prepare educators for the obstacles of modern classrooms. However, the implementation of such innovations is not without its obstacles. These obstacles can be categorized into various domains, including institutional, technological, pedagogical, and cultural barriers. Institutional constraints, such as inadequate infrastructure, insufficient funding, and a lack of policy support, often hinder the adoption of new technologies. Technologically, obstacles such as unreliable internet connectivity, outdated software, and limited technical support further complicate the integration of digital tools. Pedagogically, there is a gap in teachers' digital literacy, with many educators not possessing the necessary skills to effectively utilize new technologies in their teaching practices. Additionally, cultural barriers, such as resistance to change and a lack of awareness about the potential benefits of technology in education, also pose significant obstacles. These obstacles are exacerbated by the rapid pace of technological advancements, which makes it difficult for education systems to keep up. This paper aims to examine the various obstacles that hinder the effective implementation of technology-driven innovations in teacher education and to propose strategies to overcome these barriers. The research uses a qualitative approach to gather insights from educators, policymakers, and technology experts on the key obstacles and potential solutions. Understanding these barriers and their implications is crucial for the successful integration of technology into teacher education, ensuring that future educators are well-equipped to teach in a technology-enhanced environment.