A case study of how digital competencies affect Pre-Service Physics Teachers’ Professional growth: Realizing SDG 4

¹ School of Education, Victoria University of Wellington, Wellington, New Zealand
² Department of Physics Education, Universitas Negeri Surabaya, Surabaya, Indonesia
³ Department of Educational Technology, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia

^* Corresponding author: iqbalainur19004@gmail.com

Abstract

This study unveils the level of digital competencies among prospective teachers, their correlation with professional development, and relevant university programs. The research was conducted at a public educational university in East Java, Indonesia, and involved seven four-year undergraduate students who were interviewed in a semi-structured manner. The results indicate that the participants possess intermediate-level digital competencies, including information and data literacy, communication and collaboration, digital content creation, safety, and problem-solving. It is crucial for PSPTs to have digital competency as it can enhance the quality of learning activities and create an interactive physics learning environment. Additionally, universities that specialize in education can offer programs, such as digital competency-based courses, seminars, workshops, or internships, to help aspiring teachers improve their digital competencies. This research contributes to informing teacher education programs and guiding the integration of targeted training modules to enhance technological proficiency and professional development in realizing SDG 4.