ABUJA — The Federal Government is planning a competency-based digital curriculum for teacher training as part of efforts to improve the preparation of educators in Nigeria. The proposed approach is intended to equip teachers with skills that can support effective teaching in increasingly digital learning environments. Technology has become an important part of education, particularly as schools and universities adopt digital learning resources. Teachers are expected to understand how to use technology not simply for presenting information but also for assessment, communication, research and classroom management. A digital curriculum for teacher education can provide a structured way of developing those competencies. Nigeria's education system faces significant differences in access to technology. Some urban schools have computers and internet connectivity, while many rural schools continue to operate with limited electricity and digital infrastructure. Teacher training must therefore recognise the realities teachers will encounter in different environments. Digital competence should complement, rather than replace, strong teaching fundamentals. Teachers still need knowledge of their subjects, classroom management skills and the ability to understand individual learners. Technology can become useful when it supports those core responsibilities. Training programmes can teach educators how to use digital resources to explain difficult concepts, provide additional learning materials and monitor student progress. Digital tools can also help teachers collaborate with colleagues and access professional-development materials. Continuous training is important because technology changes quickly. A one-time course may not be enough to keep teachers up to date with new platforms and methods. Education authorities and institutions will need systems for ongoing professional development. Teacher education institutions will also need appropriate infrastructure to deliver the new curriculum. Colleges and universities require computers, internet access, software and qualified instructors. Without those resources, a digital curriculum could remain largely theoretical. The government will also need to consider teachers working in schools where technology is limited. Training should include practical strategies for using available resources rather than assuming that every classroom has advanced equipment. Mobile devices and offline digital resources may provide alternatives in locations with weak connectivity. The proposed curriculum comes amid broader efforts to improve learning outcomes. Nigeria continues to face concerns about literacy, numeracy and the quality of basic education. Better teacher preparation can contribute to addressing those challenges because teachers have a direct influence on classroom learning. Digital skills may also become increasingly important to students preparing for the labour market. Schools need teachers who can introduce learners to responsible technology use and basic digital problem-solving. The initiative could therefore have benefits beyond the immediate teacher-training system. However, implementation will determine its impact. Curriculum design must be followed by adequate funding, training materials and monitoring. Teachers should also have opportunities to provide feedback on what works in real classrooms. Education policies are more likely to succeed when teachers are involved in their implementation. A competency-based digital curriculum can help modernise teacher education if it is properly supported. Nigeria's large education system makes implementation challenging, but the need for digitally capable educators is clear. As schools increasingly interact with technology, teacher training must evolve accordingly. The proposed curriculum represents an attempt to ensure that teachers are prepared not only to teach traditional subjects but also to help students navigate a digital economy.