The digital age in which we are living has witnessed very rapid and diverse developments in the field of ICT. As a result of this transformation imposed by the development of technology, many fields, professions, functions, jobs and tasks change and are modified many day by day, some of them even disappear or are completely replaced by digital technology. Immune to this development and transformation is not even the field of education (including teacher education), as the most important field of any society. In order not to lag behind the developed world, Kosovo and Albania (as a country in transition, not associated with the programme) must be prepared for the integration and most effective and efficient use of technology and digitalization in its education system, in order to modernise and improve the quality of this system. Analysing the situation from a cause-consequences perspective, it is evident that in Kosovo and Albania, pupils start to learn IT subject only after the sixth grade. In both countries, the ICT teachers at primary and middle school levels have in most cases a professional degree other than in ICT and are nevertheless involved in the ICT course instruction. The lack of programs tackling issues related to ICT in education is problematic and such a situation necessitates we act urgently and address immediate needs towards capacitating future teachers of pre-university level with knowledge, skills and values related to digital transformation in education. This could lead us in creation of a Teacher Educators ICT competence profile, crash course program for existing teachers to match these profiles, modification of ICT learning path for pupils in pre-university curriculum and creation of non-existing Bachelor Program and modernisation of existing teacher education programs with respect to ICT competences.