Research on Institutes of Teacher Education is essential, as these institutions shape future educators who will influence the next generation of learners. This study examines how digital technology impacts teacher trainees in teacher education programs, providing critical insights into improving teaching methodologies, curriculum development, and instructional strategies. A quantitative survey research design was employed, involving 215 teacher trainees from the Institute of Teacher Education Ilmu Khas Campus, selected through simple random sampling. The findings reveal that Gen Z teacher trainees exhibit a strong preference for rapid knowledge acquisition (Mean = 4.07), visually engaging content (Mean = 4.00), and technology-driven learning experiences (Mean = 3.91). Correlation analysis using Pearson’s method highlights a significant positive relationship between fast knowledge acquisition and extensive use of social media (r = 0.535, p < .01), indicating that social media plays a crucial role in facilitating quick access to information. Additionally, a moderate correlation exists between preference for visual content and desire for entertainment in learning (r = 0.399, p < .01), emphasizing the importance of interactive, multimedia-based instructional materials. The results suggest that teacher education programs should integrate visually rich, interactive, and technology-enhanced learning strategies while maintaining current pedagogical approaches to cater to diverse learning preferences. By leveraging digital tools effectively, future educators can develop the necessary competencies to integrate technology seamlessly into their teaching practices, enhancing student engagement and learning outcomes.
Lee et al. (Wed,) studied this question.
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