Pre-service Teachers' Perceived Level of Digital Literacy: A Quantitative Study from a Developing Country

Digitally proficient employees are highly sought after across various sectors. With educators being pivotal in integrating technology into teaching methodologies, it becomes imperative to assess the levels of digital literacy (DL) and digital readiness (DR) early on. Employing a quantitative approach, this study utilized a 54-item self-reported digital literacy (SRDL) survey tool to explore digital literacy among 187 pre-service teachers. The findings indicate that pre-service teachers possess a considerable level of perceived digital literacy, with a majority expressing confidence in being able to incorporate technology effectively. Notably, among the seven dimensions assessed, students demonstrated significant proficiency in understanding the importance of integrity and responsibility in technology usage, showcasing awareness of online etiquette and ethical considerations. The findings highlight a strong and positive connections among various dimensions of digital literacy: data collection, information processing, integrity in digital tool usage, and responsibility in online conduct. This finding suggested that proficiency in one area often corresponds to proficiency in others. For instance, individuals who are adept at gathering and analyzing digital data tend to also exhibit ethical behavior in the use of digital tools and demonstrate responsible conduct online. This interconnectedness emphasizes the holistic nature of digital literacy, where competencies in different aspects mutually reinforce each other, leading to a more comprehensive mastery of navigating the digital world effectively and responsibly.