Perspectives on Informal Learning with Digital Tools

Abstract

The aim of this study is to explore pre-service teachers’ perspectives on informal learning with digital tools, focusing on their motivational sources, challenges, acquired skills, learning strategies, and the implications of these experiences for future learning and teaching practices. The study employed a phenomenological research design. Data were collected from 15 pre-service teachers through semi-structured interviews and analyzed using content analysis. The findings revealed that motivation for informal learning with digital tools was primarily driven by rapid access to information and the facilitation of learning. The main challenges involved inadequate technical infrastructure, particularly internet connectivity, and limited knowledge of digital tool use. Participants addressed these difficulties by using alternative applications and artificial intelligence tools. Key gains included information literacy, the ability to identify accurate and reliable information, and more conscious use of technology. Participants managed their learning processes mainly through active inquiry, information verification, and exploratory trial-and-error strategies. Digital informal learning was perceived not only as a means of obtaining information but also as a strategy that facilitates learning and promotes independent learning. Its implications for future teaching practices emphasized effective digital tool use alongside student-centered and inquiry-based approaches. In informal learning environments such as science centers, participants preferred simulations, mobile devices, visual recording and data-collection tools, artificial intelligence applications, and augmented and virtual reality technologies, particularly for their potential to concretize learning and provide direct experiences. Overall, the findings indicate that informal learning with digital tools constitutes an important learning domain that supports information evaluation, individual learning strategies, and future teaching practices. However, challenges related to technical infrastructure and digital competence highlight the importance of adequate access and digital literacy skills in effectively supporting these learning processes.