The first phase of the GIGA School Initiative, launched by Japan's Ministry of Education, Culture, Sports, Science and Technology (MEXT), aimed to create an ICT environment conducive to personalised, collaborative learning while fostering creativity. Since its implementation in 2020, Japanese schools have embraced one-to-one device usage and network integration, steadily realising the benefits of this initiative. The rollout, expedited due to the COVID-19 pandemic, has, by 2024, enabled most public schools to establish environments capable of leveraging ICT. However, equipping teachers with the skills to integrate ICT effectively remains a critical challenge. Training programs that enhance teachers’ ability to implement "deep, interactive, and independent learning," as outlined in the new curriculum guidelines, are essential. Building on this foundation, the NEXT GIGA initiative seeks to advance ICT integration by providing digital infrastructure, fostering personalised and collaborative learning, and developing teachers’ digital skills. By emphasising innovation and inclusivity, it prepares Japanese schools to meet the demands of future education.

While addressing the needs of current educators is important, developing teacher training courses at the university level is equally crucial to preparing future educators for this next phase. This study investigates the outcomes of an English teacher training course designed to meet the demands of the NEXT GIGA phase by evaluating its effectiveness using the SAMR (Substitution, Augmentation, Modification, and Redefinition) model. The course, designed using the Technological Pedagogical Content Knowledge (TPACK) framework, provides a reflective and practical resource for trainees. It spans two elective components, Current Topics in ELT: Technology and Language Learning A (practical-oriented) and B (theory-oriented), offered sequentially across two semesters. Conducted between 2021 and 2023, this longitudinal study involved 34 third- and fourth-year undergraduate students aspiring to obtain secondary school English teaching licenses.

The study explores how trainees developed EdTech competencies and educator-like behaviours. It evaluates the transformative impact of their ICT integration using the SAMR model, which categorises technology use into four levels: Substitution, Augmentation, Modification, and Redefinition. Data sources included video recordings of in-class presentations (either online or face-to-face) and end-of-semester surveys.

Discourse analysis was employed to assess trainees’ understanding of pedagogy and technology. At the same time, the SAMR model provided a framework to evaluate the level of transformation achieved in their integration of technology into teaching practices. Inductive coding of the transcribed data revealed thematic patterns that highlighted the impact of TPACK-driven learning on the development of pre-service teachers. The findings indicate significant progression in trainees’ understanding of learning, technology use, and pedagogical integration. This study concludes with implications for enhancing teacher training programs to better prepare language educators for the challenges and opportunities of EdTech in the NEXT GIGA phase.

Keywords: Technology-Enhanced English Teacher Training, TPACK Framework, SAMR Model.