As higher education rapidly shifts toward technology-driven teaching, the capacity of educators to blend digital tools with pedagogy has become a decisive factor in learning outcomes. This study investigates the techno-pedagogical skills of teachers in affiliated colleges under Banaras Hindu University, with a focus on assessing their current competency levels and examining differences across gender, teaching experience, and subject specialization. A quantitative research design employing a descriptive survey method was adopted. The sample comprised 70 teachers from Language, Social Science, and Arts disciplines, drawn from Vasanta College for Women and Arya Mahila P.G. College, selected through stratified random sampling. Data were collected using a self-constructed questionnaire based on literature review and expert validation, covering areas such as technology integration, digital content creation, use of online platforms, and technology-supported instructional planning. Descriptive statistics (mean, standard deviation, variance, skewness, kurtosis) were used to summarize data trends, while non-parametric tests (Mann-Whitney U Test, Kruskal-Wallis Test) examined group differences. Findings reveal that the overall level of techno-pedagogical skills among teachers is moderate. Additionally, there is no statistically significant difference in these skills based on gender, teaching experience, or subject specialization. Such results highlight the need for inclusive training programs aimed at enhancing these skills across all teacher groups.