Metaphorical Perceptions of Prospective Teachers Regarding the Concept of Digital Literacy

Aysel Arslan; Mevlüde Sümeyye Polat

doi:10.56741/IISTR.jpes.001966

Authors

Aysel Arslan
ayselarslan@cumhuriyet.edu.tr
Sivas Cumhuriyet University https://orcid.org/0000-0002-8775-1119
Mevlüde Sümeyye Polat Sivas Cumhuriyet University https://orcid.org/0009-0001-9802-7812

Keywords:

Digital Literacy, Metaphor, Perceptions, Prospective Teachers

Abstract

This study aims to reveal prospective teachers’ perceptions of the concept of “digital literacy” through metaphors. The study was conducted using a phenomenological research design and carried out with 45 prospective teachers studying at Sivas Cumhuriyet University during the 2024–2025 academic year. The data were collected through an open-ended metaphor form, asking participants to complete the statement “Digital literacy is like… because…”. The responses were analyzed using content analysis. A total of 45 metaphors were obtained, and the most frequently used metaphors were book, knowledge, and real literacy. The metaphors were grouped under five categories: Education, Technology, Abstract, Tool/Object, and Nature, with Education being the most concentrated category. The findings indicated that prospective teachers largely associate digital literacy with accessing information, learning, understanding, and using technology consciously. In conclusion, prospective teachers view digital literacy as an essential skill in modern life, a fundamental resource for accessing information, and a multidimensional domain that needs to be managed carefully. This study offers insights for enhancing prospective teachers’ cognitive and pedagogical awareness regarding digital literacy.

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Author Biographies

Aysel Arslan, Sivas Cumhuriyet University

completed her primary education in Sivas and finished middle and high school through an open education program. She earned her Bachelor’s degree in Turkish Language Teaching from Sivas Cumhuriyet University (2010–2014), her Master’s degree in Curriculum and Instruction from the same university (2014–2017), and her Ph.D. in Curriculum and Instruction from Atatürk University (2017–2021). She has published numerous articles, conference papers, and book chapters. Her main research interests include cooperative learning, self-efficacy, digital addiction, values education, lifelong learning, and motivation. (email: ayselarslan@cumhuriyet.edu.tr).

Mevlüde Sümeyye Polat, Sivas Cumhuriyet University

completed her Bachelor’s degree in Elementary Education at Necmettin Erbakan University, Konya, in 2016, and her Master’s degree in Curriculum and Instruction at Sivas Cumhuriyet University in 2025. She has nine years of professional experience as a classroom teacher and primarily focuses on qualitative research. She continues her academic work in the fields of teacher education and curriculum studies. (smyypltt58@gmail.com).

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