Pre-Service Teachers’ Attitudes Toward ICT, TPACK Acquisition, and Readiness in Fostering Education for Sustainable Development
Keywords:
Information and Communication Technology; Technological Pedagogical Content Knowledge; Education for Sustainable Development; Pre-service TeachersAbstract
This research assessed the attitudes toward ICT, TPACK[1] acquisition, and readiness of the 95 fourth-year pre-service teachers taking up Bachelor of Early Childhood Education and Bachelor of Elementary Education degrees in fostering Education for Sustainable Development (ESD) at Cebu Technological University Main campus for the school year 2023-2024 using a descriptive correlational design. The respondents were identified using a census sampling technique due to the small population and were asked to answer the three-part survey questionnaires. The data gathered was treated using appropriate descriptive and inferential statistics. The results revealed that the respondents had very positive attitudes toward ICT integration in education. At the same time, they highly acquired the four dimensions of TPACK technology and were extremely ready to foster ESD. Furthermore, significant relationships were found between the attitudes toward ICT and TPACK acquisition, and readiness in fostering ESD. There was also a significant relationship between TPACK acquisition and readiness in fostering ESD. The study demonstrated that the pre-service teachers are well-equipped with strong technological competencies and commitment to promoting sustainability in early childhood education which are linked to their readiness in implementing ESD. Such findings underscore the importance of integrating technology and sustainability training in teacher education programs to prepare future teachers in fostering sustainability awareness among young learners. Hence, it is recommended that the curricula be improved to integrate ICT and ESD concepts through the enhanced practical ICT use experiences.
https://doi.org/10.26803/ijlter.24.5.31
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