Civic Life in the Digital Space of Pre-Service Teachers

Abstract

This research investigates the profile and perceptions of respondents towards widely accessible social media platforms to identify key considerations in transforming online engagement into actual civic action. Quantitative in design, the survey of the descriptive method of research is used adopting the developed questions for the study of the United Nations Development Programme on young activists in 2021 to assess the digital engagement of 118 pre-service teachers randomly selected through the multistage sampling method. Utilizing descriptive statistics, social media platforms providing greater opportunities for self-expression such as Facebook and Tiktok are found frequently used for creating and sharing content related to education, and health. Respondents concurred on widespread disinformation online and the complementary nature of civic engagement. Despite the manifested lack of trust and reservations due to the risk of data surveillance and breach, the respondents consider social media platforms as enabling venues for civic engagement. Corresponding policies and programs that institute gender-inclusive, safe, and participatory venues in both digital and traditional forms are necessary means for supporting the youth as key players in nation-building.