Teacher training in West African universities is crucial for effective classroom management and student engagement, impacting learning outcomes positively. Not applicable as a theoretical framework article does not involve empirical research or data collection. This article synthesizes existing literature on teacher training and classroom management to provide a theoretical foundation for effective intervention strategies that can be applied across West African universities. Developing tailored training programmes, incorporating ongoing professional development opportunities, and integrating feedback mechanisms into the curriculum are recommended practices to enhance student engagement and learning outcomes in West African university classrooms.