POST-PANDEMIC DIGITAL SELF-EFFICACY AND ONLINE LEARNING READINESS OF PRE-SERVICE TEACHERS

Abstract

The study examined the digital self-efficacy and online learning readiness of pre-service teachers after the pandemic. Using a descriptive correlational research design, the results indicated that pre-service teachers have a high level of digital self-efficacy in several areas of technology integration, including digital usage, digital application, digital-infused learning, technology literacy, and digital-supported assessment. In addition, the results indicate that pre-service teachers are on the verge of being ready for online learning, though they still need to improve their time management and written communication skills. Age was found to be a significant factor in readiness for online learning, with those aged 25-34 demonstrating greater readiness than those aged 18-24 and 35-44. However, there was no significant difference when the participants were grouped by gender. These findings provide valuable insights into the digital self-efficacy and e-learning readiness of pre-service teachers, which can inform the development of strategies and interventions to improve their skills and, ultimately, enhance the quality of education in the post-pandemic world. Recommendations for digital education post-pandemic include providing training and resources for educators, supporting female teachers, incorporating online readiness training for pre-service teachers, tailoring programs to different age groups, and providing additional support for younger pre-service teachers to increase their digital self-efficacy.