The Indian education system has significantly transformed from ancient to modern times. Rooted in traditional systems such as the ‘Gurukul’ education system, it has emerged into a structured, formal and policy-oriented framework. Information and Communication technology (ICT) has transformed the world's educational landscape, influencing teaching practices and professional development of teachers. In the Indian education system, the integration of ICT has become increasingly important, especially with the expansion of digital learning initiatives and the impact of the COVID-19 epidemic. ICT provides teachers with access to digital resources, online professional development programmes, collaborative learning networks and innovative teaching tools. However, the disparity in ICT competence between teachers creates a professional division between technical and limited digital teachers. The paper examines the role of ICT in the professional development of school teachers in India, explores policy initiatives aimed at supporting the integration of ICT, analyses the gap between ICT-skilled and unskilled teachers, and compares the Indian context with practices in developed countries. The study also investigates whether the expertise in ICT leads to tangible incentives or professional benefits for teachers within the Indian education system. This article also examines the structure of the Indian education system, its major challenges, and recent reforms such as the National Education Policy (NEP) 2020. The paper also highlights issues related to access, equity, quality, and employability, providing a comprehensive understanding of the system's current state and future directions. This article explores the concepts of pre-service and in-service training programme in teacher education, their objectives, and their significance in promoting effective ICT-based teaching. It also highlights challenges and suggests strategies for improving teacher readiness in the digital age.