<p>Despite global emphasis on digital literacy for teachers, sub-Saharan Africa faces a critical evidence gap in assessing competency using standardized frameworks like the UNESCO ICT Competency Framework for Teachers (ICT-CFT). This cross-sectional study evaluated digital literacy across three competency levels—Knowledge Acquisition (KA), Knowledge Deepening (KD), and Knowledge Creation (KC)—among 532 student teachers from all 46 Ghanaian public Colleges of Education. Results revealed a tiered proficiency pattern: while participants demonstrated strong foundational skills (KA: <i>M</i> = 3.68), significant gaps persisted in pedagogical integration (KD: <i>M</i> = 3.09) and innovation (KC: <i>M</i> = 3.45). Academic level predicted competency (<i>η</i>² = 0.097–0.364), with higher-level students outperforming beginners, while gender and program type had negligible effects. Cluster analysis categorized participants into High (47%), Moderate (51%), and Low (2%) proficiency groups. Major barriers included poor internet connectivity (<i>M</i> = 4.17) and financial constraints (<i>M</i> = 3.97), underscoring systemic challenges. To address these gaps, the study proposes: (1) infrastructure investments (e.g., subsidized internet access, campus Wi-Fi partnerships with telecom providers); (2) curriculum reforms integrating hands-on ICT modules focused on pedagogical application; (3) tiered professional development aligned with ICT-CFT benchmarks; and (4) policy advocacy to standardize digital competency certification for teachers. These recommendations aim to bridge the divide between foundational skills and classroom-ready integration, offering a scalable model for low-resource settings. By aligning Ghana’s teacher education with SDG 4 and national digital economy goals, this study contributes actionable insights for policymakers, institutions, and educators to foster twenty-first-century teaching competencies.</p>