Examining the digital literacy levels of prospective teachers in terms of some variables

The aim of this study is to examine the digital literacy levels of pre-service teachers in relation to various variables. The research was conducted during the 2024–2025 academic year at the Faculty of Education, Fırat University, and employed a correlational survey model. The study group consisted of 686 pre-service teachers enrolled in the departments of Science Education, Mathematics Education, Primary Education, Early Childhood Education, and English Language Teaching, across first, second, third, and fourth-year levels. Data were collected using the Digital Literacy Scale and analyzed through the SPSS 25 software package. Statistical methods used in the analysis included ANOVA, independent samples t-test, Kruskal-Wallis H test, and Mann- Whitney U test. The findings revealed that English language teacher candidates demonstrated significantly higher levels of digital literacy compared to those in primary and early childhood education (p < .05). Similarly, science teacher candidates showed significantly higher digital literacy levels than their counterparts in primary and early childhood education (p < .05). However, no significant differences were found in the digital literacy scores of science teacher candidates based on grade level (χ²(3) = 6.441, p > .05) or gender (U = 552.5, p > .05). Likewise, mathematics teacher candidates showed no significant differences in digital literacy scores across grade levels (F(3, 163) = 0.600, p > .05) or gender (U = 1832.5, p > .05). On the other hand, significant differences were found among primary teacher candidates based on grade level (F(3, 165) = 2.942, p < .05), with fourth-year students scoring significantly higher than first-year students. A significant gender difference was also observed among primary teacher candidates (t(167) = 2.309, p < .05). No significant differences were identified in the digital literacy levels of early childhood teacher candidates based on either grade level (F(3, 117) = 0.529, p > .05) or gender (t(119) = 0.146, p > .05). In contrast, English language teacher candidates displayed significant differences in digital literacy scores by grade level (F(3, 163) = 3.627, p < .05), with fourth-year students outperforming second-year students. A significant gender difference was also found in this group (t(165) = 4.062, p < .05). Based on the findings, it is recommended that teacher education programs be updated to enhance the digital literacy skills of pre-service teachers. These programs should incorporate comprehensive, practice-oriented content focused on technological competencies. In doing so, future teachers will be better equipped to utilize technology effectively and innovatively in educational settings. Key Words: Digital literacy, Teacher Candidates.