Dual Perspectives on Academic Optimism and Digital Media Literacy Among Pre-Service Teachers

Abstract

This study examines academic optimism (AO) and digital media literacy (DML) among pre-service teachers (PSTs) in the Computer Education program at Naresuan University, Thailand. Using a needs assessment framework, a cross-sectional survey with a 5-point Likert scale compared student self-assessments and instructor evaluations to identify current versus desired proficiency levels. The research compares self-assessments from students with evaluations from instructors and mentors to identify current versus desired proficiency levels. Using validated instruments (AO: α = .89; DML: α = .76) and the Priority Needs Index (PNImodified), findings from 79 participants reveal consistent gaps across all skill domains, with the most significant needs in applied digital pedagogy, content creation, and technology integration. Deployment-oriented competencies, such as effectively implementing digital tools in instructional contexts, emerged as the most critical area for development. The results highlight persistent structural challenges in teacher preparation programs prioritizing tool literacy over integrating digital pedagogy into authentic learning experiences. These findings inform curriculum design, instructional strategies, and targeted professional development to better prepare future educators for technology-rich educational environments.