DIGITAL LITERACY AMONG PROSPECTIVE TEACHERS: THE COMPARATIVE ANALYSIS OF PUBLIC AND PRIVATE UNIVERSITIES

Abstract

This study examined the technological literacy competencies of prospective teachers, comparing public and private educational institutions in a district of Punjab, Pakistan. The research employed the quantitative methodology using survey design. Data was collected using self-developed questionnaire focusing on three dimensions: technological knowledge, usage & awareness. Instrument's reliability was established over Cronbach alpha (knowledge =0.81, usage=0.89, awareness=0.74). The data analysis utilized descriptive statistics and independent samples t-tests over SPSS. The findings revealed significant differences amid public and private institutions in technological knowledge, usage, and awareness. The public sector teachers demonstrated marginally higher technology integration (51%) compared to private sector teachers (48%). The mean scores across all dimensions indicated positive technological literacy in both sectors. The study recommends enhancing technological training in the teacher preparation programs and stresses for professional growth in educational technology. These findings contribute to understanding the current state of technological preparedness amid future educators and offer insights for improving digital integration in the teacher education programs.