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

Teacher education in Odisha is undergoing a significant shift as classrooms increasingly rely on digital tools, interactive methods, and inclusive practices. These rapid changes place new demands on preservice teachers, making the quality of their preparation more crucial than ever. This study explores how effectively current teacher-training programmes equip trainees to handle the expectations of Pedagogy 2.0 particularly the integration of technology, differentiated instruction, and learner-centred approaches. The analysis highlights persistent challenges such as limited access to digital infrastructure, uneven technological competencies, and insufficient hands-on exposure to tech-enabled teaching environments. Findings indicate that while institutions have initiated reforms, many preservice teachers still struggle to translate modern pedagogical ideas into classroom practice. The paper concludes with recommendations to strengthen digital readiness, enhance mentoring support, and redesign training experiences to better prepare future teachers for technology-rich classrooms in Odisha.