Abstract:

The integration of digital literacy (DL) in 21st-century classrooms is crucial for effectively preparing preservice science teachers (PSSTs) to integrate technology into learning. This study addresses a critical gap in science teacher education within a developing nation characterised by frequently inadequate infrastructure and institutional support by examining digital literacy as a core competency for preservice science teachers in a Nigerian university. This study investigated the level of digital literacy among preservice science teachers and the challenges they encounter in acquiring digital literacy for technology-enhanced learning, and offers possible recommendations for reducing some of these challenges. The study employed a sequential explanatory mixed-methods approach, using a survey questionnaire and semi-structured interviews. The survey questionnaire, adapted from the European Digital Competence Framework (DigComp 2.1), was validated with a reliability index of 0.82, as measured by Cronbach's alpha, and administered to 150 final-year PSSTs in two Federal Government universities in Nigeria. Additionally, six participants participated in a semi-structured interview. Data were analysed using mean and standard deviation. The study's findings revealed that PSSTs possess a moderate level of digital literacy, which affects their readiness for technology-enhanced learning. Additionally, the challenges faced by preservice science teachers in acquiring digital literacy and integrating technology-enhanced learning into their teaching practices include inadequate infrastructures, a lack of hands-on experience, training gaps, insufficient institutional support, limited access to digital devices, poor internet connectivity, and a lack of pedagogical competence. To overcome these challenges and improve PSSTs' digital literacy skills, the study recommended the provision and sustenance of professional development in digital pedagogy, the integration of digital literacy modules into existing science education curricula, the provision of mentorship among PSSTs and their teachers, and the provision of stable internet facilities and digital devices to enhance science teaching. These strategies are critical for equipping preservice science teachers with the skills needed for inclusive and technology-enhanced science education.

Keywords:

Digital literacy, preservice science teachers, technology-enhanced learning, technology as a pathway to learning, universities.