Digital transformation in education for sub-Saharan Africa is a long-argued concept among scholars. The stark digital divide between the global north and south is a reality perpetuating inherent colonial legacies in higher education. The impact on teacher education creates incessant traditional modes of pedagogical practices, retarding the citizenry’s full participation in the global 21st-century information economy. This paper presents a novel approach by converging two theories, the capability approach and the agency theory, for the multifaceted digital transformational hindrances peculiar to South Africa. We do this by focusing on the major tenets of the capability approach and converging them with those of the agency theory in relation to transformed teacher training programs. By examining best practices and innovative approaches, we present possible alternatives for the sustainable development of digital pedagogies in preservice teacher training. The paper recommends a context-based approach to digital technologies integration in higher education teacher training programs for sub-Saharan Africa and that the relationship between individual agency and social systems be viewed as critical when charting developmental programs.