DIGITAL LITERACY COMPETENCE OF PRE-SERVICE TEACHERS: EXAMINING THEIR READINESS TO USE TECHNOLOGY

Abstract

This paper examines pre-service language teachers' digital proficiency and readiness in light of the changing needs of the twenty-first-century educational environment. In light of the evolving roles of educators and the critical role, that technology plays in empowering students. This study explores pre-service teachers' perceptions of and integration of digital literacy into their instructional strategies. The study used a phenomenological case study methodology, collecting data from 23 pre-service English instructors at IAIN Langsa through semi-structured interviews and questionnaires. The study shows participants' varied degrees of digital proficiency, which focuses on core ICT abilities. The results show a disconnect between theoretical understanding and real-world implementation in educational settings, even if many people have good attitudes toward digital literacy. To address the digital age problems, the essay highlights the value of teacher education programs in closing this gap and the necessity for pre-service teachers to gain pedagogical and technological experiences. The study's conclusions point to the need for more investigation to determine how digital literacy is used in classroom settings and to improve the digital readiness of aspiring teachers.