An Exploratory Study of Awareness and Attitude Towards Digital Learning Tools among Student Teachers

Abstract

Digital learning tools have become indispensable in contemporary teacher education, enabling student teachers to access educational resources, collaborate effectively and develop technology-enabled pedagogical competencies. Understanding prospective teachers’ awareness and attitudes towards these tools is essential for strengthening teacher education programmes. The present study examined the awareness and attitudes towards digital learning tools among student teachers in Colleges of Education across Tamil Nadu. A quantitative cross-sectional survey design employing an exploratory approach was used. Using stratified random sampling, 13 Colleges of Education were selected from a population of 214 colleges, and 1,058 student teachers participated in the study. Data were collected using investigator-developed instruments that measured awareness and attitudes towards digital learning tools. The collected data were analyzed using descriptive statistics and independent-samples t-tests. The findings revealed that the student teachers possessed moderate awareness and attitudes towards digital learning tools. Furthermore, no statistically significant differences were observed in awareness or attitudes with respect to gender and student education (p > .05). These findings indicate that demographic characteristics exert only a limited influence on student teachers’ perceptions of digital learning technologies. The study concludes that teacher education institutions should strengthen digital competency through systematic technology-integrated training, practical exposure to digital learning environments, and curriculum reforms that promote effective technology integration in teacher education. The findings have useful implications for teacher educators, curriculum developers, and educational policymakers seeking to enhance digital readiness among future teachers. Future research may employ longitudinal or mixed-method research designs, include student teachers from other states, and examine additional variables such as digital competence, technology acceptance, self-efficacy, and techno-pedagogical competency to obtain a more comprehensive understanding of digital learning readiness among prospective teachers.