Examining Preservice Teachers’ Digital Citizenship Perceptions and TPACK Competencies for 21st Century Skills According to Various Variables

Abstract

This chapter examined pre-service mathematics teachers’ digital citizenship perceptions and technological pedagogical content knowledge (TPACK) competencies for 21st century skills according to various variables and aimed to determine the relationship between digital citizenship perceptions and TPACK competencies for 21st century skills. An associational research design was used. There were 180 pre-service teachers in the sample who were studying in an education faculty in the west of Turkey. The data was collected via the personal information form, the Digital Citizenship Scale, and TPACK for 21st Century Skills Instrument. The data was analyzed using descriptive statistics, t-test, one-way analysis of variance, and Pearson correlation analysis. The participants’ digital citizenship perceptions were moderate and their TPACK competencies for 21st century skills were high. A weak significant positive correlation was found between pre-service teachers’ digital citizenship perceptions and TPACK competencies for 21st century skills. © 2025 by IGI Global Scientific Publishing. All rights reserved.