Bridging Digital Skills and Teaching Aspirations: A Study of Prospective English Teachers

Abstract

This study investigates the impact of digital literacy and prior digital education exposure on the career aspirations and perceptions of digital education among prospective English teachers. Analyzing survey data from 228 undergraduate and graduate students, this research examines whether higher levels of digital literacy are associated with stronger aspirations to become English teachers and explores how past digital education experiences shape these career goals. The findings reveal that while increased digital literacy is linked with heightened teaching aspirations, many participants with limited digital literacy training also express a strong interest in teaching. This discrepancy highlights a significant gap in existing digital literacy education and underscores the necessity of integrating comprehensive digital skills, including AI literacy and coding, into teacher education programs. The study concludes that teacher training curricula need to evolve to include advanced digital competencies, thereby equipping future educators to meet the growing technological demands of language education.