Akademik Veri Yönetim Sistemi
Review of Education, cilt.13, sa.2, 2025 (ESCI)
The rapid development of technology in our age has also affected the educational environments, and technology has been widely used in these environments. The importance of the contribution of technology to education and training is undeniable. Social studies, one of the disciplines that come to mind about the correct and appropriate use of technology, is capable of creating awareness in students regarding its purpose and structure. Social studies is a course that has a mission to interpret the effects of scientific and technological developments on social life in terms of change and continuity. Pre-service teachers' self-efficacy regarding technology integration is very important to acquire the pedagogical skills required for their age. If the factors affecting pre-service teachers' self-efficacy in this regard are known, the obstacles to creating innovative and effective learning environments can be understood. It has been observed that there are minimal studies in the existing literature that broadly address the relationship between pre-service social studies teachers' technology integration competencies and both individual and environmental factors. The current study aimed to investigate Turkish pre-service social studies teachers' self-efficacy perceptions of technology integration in education in the context of variables at both the student and school levels. This study was conducted with 1136 pre-service teachers enrolled in the social studies teaching departments of 36 universities in Türkiye. Participants were determined by random sampling. The study emphasises that teacher training programmes should be updated and technology-oriented courses should be enriched. The results reveal that individual efforts and institutional support are important to improve future teachers' technology integration skills. Context and implications Rationale for this study This study examines the factors affecting the self-efficacy perceptions of pre-service social studies teachers in Türkiye regarding technology integration in education by considering student and school-level variables together. Why the new findings matter At the student level, technology use and content knowledge, and at the school level, the ceiling scores of the universities and the development of the province where the universities are located, are essential factors affecting pre-service social studies teachers' perceptions of technology integration self-efficacy. Implications for education programmes and researchers This study reveals the necessity of renewing the curricula of education faculties in order to improve the technology integration competencies of pre-service social studies teachers in teaching and practice. It suggests that technology-oriented courses should be enriched with theoretical and practical content, in-class technology experiences should be increased, and institutional technological infrastructure should be strengthened. For researchers, it is recommended to plan longitudinal studies examining the effect of technology integration competencies of pre-service social studies teachers on their professional development.