Perspectives on Digital Translating and Reviewing in Digital Writing Practices: Insights from Pre-Service Teachers

Digital transformation has fundamentally reshaped writing practices in teacher education. Digital writing turns to be a core competency necessary for effective communication in educational settings. Mastery of digital writing practices empowers pre-service teachers to navigate and leverage digital tools, enhancing both teaching quality and student engagement. However, pre-service teachers face significant challenges in developing essential digital writing skills. Based on data collected through digital writing scale and semi-structured interviews, this mixed method study examines the perspectives of pre-service teachers in Mersin University regarding digital writing including its components, namely digital translating and digital reviewing. Through an Explanatory Mixed Method approach, this study integrates quantitative data from 118 participants and qualitative insights from 10 interviews with representatives, showing how demographic factors, academic fields of study, and systemic gaps impact teachers’ digital writing skills. The study employed both quantitative analyses using Mann-Whitney U and Kruskal-Wallis H tests for demographic comparisons, and qualitative contextual analysis of interview data. The findings revealed significant differences in digital writing perspectives across academic departments, while other demographic variables showed no significant impact. Qualitative analysis identified the need for discipline-specific workshops, integration of practical tasks, improved access to resources, supporting peer collaboration and faculty mentorship, and supporting continuous professional development to support teacher educator programs. These findings contribute to digital transformation by understanding how teacher education programs can better prepare pre-service teachers for digital writing in their future classrooms.