Perceived Levels of Digital Competence among Pre-Service Social Studies Teachers: Towards an Intervention Program

Abstract

The present study investigated pre-service Social Studies teachers' levels of perceived digital competence and skills to develop an evidence-based intervention program. Using a case study with mixed-methods data collection, the researcher surveyed and interviewed third- and fourth-year Bachelor of Secondary Education (BSED) Social Studies majors studying at a university outside of the Metro Manila area. The survey data indicated that respondents, on average 22.21 years of age, mixed gender, assessed themselves as highly competent in basic digital tools such as word processing, presentations, and cloud-based platforms, but average competence in more knowledge-demanding areas such as databases, multimedia production, and using assistive technologies for learners from functional diversity. The investigation indicated that the digital competence of the pre-service education program was positively contributed to and developed through both the formal (i.e., university) and informal (i.e., self- directed) learning environments. However, there were gaps in the formality of the curricular deployment and the practical use of more complex digital tools. The thematic analysis revealed the need for a more structured, practical and curriculum-based intervention for the teacher education program that would be useful in ensuring digital readiness. In summary, after analysing the findings of the study, the study concluded that while pre-service Social Studies teachers have the capacity to demonstrate foundational digital competencies, a more conceptual and policy-obligated knowledge and action plan are being proposed to ensure future Social Studies teacher education can embed effective technology in a range of educational context and in turn influence the teaching of 21st century skills through the Social Studies subject. The study recommended the relevant educational authorities’ revision of the teacher education curriculum, targeted workshops, and the integration of digital literacy training. The study contributes to current discussions and initiatives towards the preparation of 21st century teachers and underscore the importance of digital competence in shaping future qualified Social Studies educators.