Developing a Digital Literacy Based Pedagogical Model for Improving Autonomous Learning among Pre‑Service Teachers
Keywords:
Digital literacy, Autonomous learning, Pre-service teachers, Pedagogical modelAbstract
This research explores the formation of a Digital Literacy-Based Pedagogical Model (DL-PM) for self-regulated learning (SRL) among PSTs enrolled in Department of Education, University of Narowal. The notion of digital literacy as a required skill in 21st century teaching and learning is emerging, but pre-service teachers find it difficult to adapt their use of digital media to their own self-regulated learning. The objectives of this study are to identify the critical digital literacy competencies necessary to develop autonomous learners, model these competencies together in a pedagogical model, and investigate the effect those had on PSTs’, self-regulation and digital competence. A qualitative methodology was used with semi-structured interviews, reflective journals and participant observation. The sample for the study pre-service teachers was purposively selected to include participants with experience in digital learning environments. The participants were 30 (15 females and 15 males) pre-service teachers from different study levels, representing various perspectives. Researcher employed thematic analysis which enabled the identification of common themes and sub-themes in relation to digital literacy, independent learning and pedagogical incorporation. The results indicate that PSTs need to develop all of the cognitive, technical and socio-emotional digital literacy skills in order to achieve effective autonomous learning. The DL-PM, comprising curriculum integration, scaffolded instructional strategies, technology and resources support, and formative feedback mechanisms, promoted engaged learning, reflective practices and skill rehearsal. The model intervention positively improved PSTs’ agency, self-regulation and professional readiness, thus validating its transformative nature. This study informs of how designed digital literacy interventions may support independent self-regulated learners in teacher education. The results offer actionable insights for curriculum developers, teacher trainers, and policy makers in their effort to incorporate digital literacy and learner autonomy strategies into education, so as to help students become responsible and self-determined learners who are equipped to address the challenges of modern-day education.
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