Access to quality teacher education is a critical component of higher education, yet it is severely challenged in emergency contexts across the Global South (Blanchard, 2021). This study examines the key challenges, issues, and best practices for teacher education, within the broader framework of (HEiE), with a focus on the role of digitalization in supporting professional development (Blanchard, 2021; Farooq et al., 2020). A synthesis of secondary data, including scholarly literature, policy reports, and documents from international organizations, was conducted to identify barriers to teacher training and strategies that have proven effective in crisis-affected contexts (Adamu, 2024; Luke Stannard, 2018; UNESCO, 2023). Analysis highlights that limited digital infrastructure, low digital literacy among teachers, political instability, and socioeconomic and gender inequalities significantly restrict access to professional development opportunities (Blanchard, 2021; INEE, 2019; Serin, 2022). Best practices emerging from the literature include blended learning approaches, community-based programs, mobile and radio-based training, and gender-responsive initiatives, which enhance accessibility, relevance, and resilience in teacher education. The study also evaluates the appropriateness and adaptability of digitalization in HEiE contexts (UNESCO, 2023; WorldBank, 2020). By synthesizing these insights, the paper provides practical guidance for policymakers, higher education institutions, and international organizations to strengthen teacher preparedness, professional growth, and educational resilience in emergency settings.