Bridging Pedagogy and Technology: Project-Based Learning for Digital Competence in EFL Microteaching
DOI:
https://doi.org/10.17507/tpls.1509.15Keywords:
project-based learning, digital competency, microteaching, pre-service EFL teachersAbstract
This study examines the effectiveness of Project-Based Learning (PBL) in developing digital competencies among pre-service English as a Foreign Language (EFL) teachers in Indonesia. It specifically explores the learning experiences of 30 pre-service teachers as they engaged in PBL-based microteaching activities aimed at enhancing their digital competence. Adopting an explanatory sequential mixed methods design, the study employed pre- and post-intervention digital competence surveys and mixed video creation tasks to assess progress. The findings indicate significant improvement across five domains of digital competence: information literacy, communication, digital content creation, safety, and problem-solving. Participants demonstrated notable increases in mean scores across these domains, underscoring the efficacy of PBL in cultivating essential digital skills. Qualitative data from participant interviews further revealed that, despite challenges such as technical difficulties and time constraints, the pre-service teachers actively employed collaborative and strategic approaches to overcome these obstacles. Moreover, they developed and applied innovative practices to strengthen their digital competencies, reflecting a strong commitment to technology integration in their prospective teaching careers. The study underscores the importance of embedding PBL within teacher education curricula to better prepare future educators for the pedagogical demands of an increasingly digitalized learning environment.
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