Between Tradition and Technology: A Phenomenological Exploration of Digital Citizenship Knowledge Gaps Among Female Pre-service Teachers in Pakistan

Abstract

This phenomenological study explored the digital citizenship knowledge gaps among female pre-service teachers at a women university in Pakistan. The worldwide acceleration of educational technology integration requires research on how pre-service organise their digital citizenship education views and preparation methods, especially in a society with unique social and cultural characteristics. Using Interpretative Phenomenological Analysis, this study analysed in-depth interviews with six female pre-service teachers to uncover their lived experiences with digital citizenship education. The study uncovered five essential findings: tensions between traditional values and digital competencies; institutional barriers limiting digital citizenship preparation; varied personal technology navigation experiences; perceptions of unpreparedness for teaching digital citizenship; and aspirations mixed with concerns about future classroom implementation. The existing knowledge gaps in the study area resulted because of cultural factors, alongside insufficient infrastructure, and inadequate curricular content. This study contributes to understanding how female pre-service teachers in Pakistan experience digital citizenship education and highlights the need for contextually relevant teacher preparation that addresses the unique challenges of navigating digital spaces while respecting the cultural values. Teacher education institutions in Pakistan should reform the digital learning curriculum, develop digital infrastructure, and establish cultural approaches to teaching digital citizenship.