Pre-service teachers' critical digital literacy skills and attitudes to address social problems

Jordi Castellví*, María Consuelo Díez-Bedmar, Antoni Santisteban

*Corresponding author for this work

Research output: Contribution to journalArticleResearchpeer-review

12 Citations (Scopus)


The emergence and expansion of social networks in the digital age has led to social transformations that have a great impact within the field of education. Teacher-training programs face the challenge of preparing future teachers to critically interpret digital media. They must succeed in this if we are to develop citizens who are well informed and reflective, which then raises the question: Are future teachers critical thinkers? This study took third-and fourth-year students of primary education (n = 322) at five Spanish universities and explored their capacity for constructing critical discourses. It examined how well they can analyze and discuss information from digital media on social problems like poverty, economic crises, social justice, and the media. Its findings reveal that future teachers have difficulty in putting together critical discourses based on information from the Internet on social problems. Those who have doubts, compare, analyze, and reason are the minority.

Original languageEnglish
Article number134
Pages (from-to)1-11
Number of pages11
JournalSocial Sciences
Issue number8
Early online date29 Jul 2020
Publication statusPublished - 1 Aug 2020


  • Critical digital literacy
  • Pre-service teachers
  • Social problems


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