Name: Meenu Choudhary
Country: India

Year: 2022
Volume: Volume-7, Issue-1 (January-June)
Page Number: 69-73

ABSTRACT
This paper presents a comparative study of digital competency among prospective teachers, focusing on differences related to gender and locale. The research explores how digital skills and confidence in utilising technology vary between male and female teacher candidates, as well as between those from urban and rural backgrounds. Using a quantitative approach, the study analyses survey data to identify patterns of access, utilisation, and proficiency in digital tools. Sample: The sample for this study comprised 200 prospective teachers enrolled in teacher education programmes across both urban and rural colleges in India. The participants were selected using a stratified random sampling technique to ensure balanced representation with respect to gender (male and female) and locale (urban and rural). Tool: The main tool employed for data collection was a standardised Digital Competency Scale. The scale consisted of 60 items rated on a five-point Likert scale, with higher scores indicating greater digital competency. In addition, a demographic questionnaire was administered to gather information regarding participants’ background variables including gender, age, and locale. Result: The analysis of data revealed significant differences in digital competency scores based on both gender and locale. Male prospective teachers demonstrated higher mean scores (M = 160.4, SD = 18.2) compared to their female counterparts (M = 150.7, SD = 16.9). Similarly, urban teacher candidates outperformed their rural peers, with urban participants achieving a mean score of 165.2 (SD = 17.5), while rural participants scored 146.9 (SD = 15.6). The t-test results confirmed that these differences were statistically significant at the 0.05 level. These findings underscore the persistent gaps in digital skills and highlight the need for targeted interventions to support female and rural prospective teachers in developing essential digital competencies. The findings reveal significant disparities in digital competency, with urban and male prospective teachers generally exhibiting higher proficiency. The paper discusses the implications for teacher education programmes and recommends targeted interventions to bridge these gaps, ensuring equitable digital literacy for all future educators in India.

Key Words: Digital Competency, Prospective Teachers, Gender, Locale