Pre-service Teachers' Views on the Use of Digital Materials in Social Studies Courses

Despite the potential of technology to enhance the quality of the instructional process in social studies education, limitations in teacher competencies hinder the effective implementation of technology-supported practices. This situation necessitates an investigation into pre-service teachers' views regarding the use of digital materials. The purpose of this study is to determine pre-service teachers' views on the use of digital materials in social studies courses. The research was designed using the phenomenology pattern, one of the qualitative research methods. The study group consisted of a total of six senior students (3 female, 3 male) enrolled in the Social Studies Teacher Education Program at a faculty of education in a state university in Türkiye. A written opinion form was utilized as the data collection tool, and the data were obtained during the spring semester of the 2024–2025 academic year through the participants' written responses to these forms. The data were analyzed using the content analysis method. The results of the study revealed that pre-service teachers perceive the use of digital materials in social studies courses as a significant factor that enhances the effectiveness of the instructional process. According to the participants' views, digital materials are seen as tools that support the efficient and fluent conduct of lessons, align with the multidisciplinary nature of the course, and facilitate learning. Evaluations highlighting that the use of digital materials increases students' academic achievement, interest, and participation while supporting the permanence of learning came to the fore. Furthermore, it is believed that digital materials contribute to the professional development and technological competencies of pre-service teachers. Conversely, the fact that designing original digital materials is time-consuming was evaluated as a factor limiting the sustainability of digital material use. Consequently, it is suggested that teacher education programs should place more emphasis on digital material design and utilization, high-quality digital material repositories aligned with learning outcomes should be established, and regulations for strengthening the technological infrastructure should be implemented.