Local-wisdom-based e-module requirements for social studies: A needs analysis among pre-service primary teachers

Digital learning resources increasingly shape how future teachers access and design learning for social studies. In Indonesian teacher education, however, many digital materials remain culturally generic and only loosely connected to local wisdom that could strengthen relevance, contextual understanding, and professional identity. This study identified requirements for developing a Riau Malay local-wisdom–based social studies e-module by documenting pre-service primary teachers' preferences regarding learning resources, cultural content, multimedia features, motivational supports, and critical-thinking scaffolds. A cross-sectional needs analysis was conducted using an online questionnaire completed by 228 pre-service primary teachers from two teacher education institutions in Riau Province (public and private). To enhance instrument credibility without statistical coefficients, the questionnaire was refined through five iterative expert-judgment cycles. Semi-structured interviews were conducted with four experts (subject-matter, instructional media, Riau Malay culture, and language), and the feedback was coded and translated into item revisions until conceptual agreement was reached. Quantitative responses were analyzed descriptively (frequencies and percentages), and open-ended responses were analyzed thematically. Findings show strong demand for interactive e-modules as flexible, self-paced resources that combine culturally authentic narratives, images, and case examples with clear learning pathways. Participants prioritized cultural arts, customs, and community practices as especially relevant entry points for social studies learning, and requested multimedia elements that manage cognitive load through concise text, purposeful visuals, audio narration, and formative feedback. Motivational preferences centered on goal-setting prompts and progress tracking, while critical-thinking needs emphasized problem-based scenarios, comparative perspectives, and reflection questions anchored in local contexts. These requirements provide a practical design brief for developing culturally grounded social studies e-modules to support pre-service primary teachers in Riau and comparable settings.