Pre-service English Teachers’ Perception Changes of Digital Tools and Hybrid Learning: Before and After Practicum

This study examines how fourth-year pre-service English teachers’ perceptions of digital tools, hybrid learning, and personalized education changed before and after their teaching practicum. Using semi-structured focus group interviews with 20 participants and thematic analysis, the findings reveal a shift from initial skepticism toward digital tools to recognizing their value as supplements to traditional instruction. The study highlights the critical role of in-person interaction in maintaining student engagement and learning. However, participants also identified challenges such as managing hybrid environments, addressing technological inequities, and effectively using AI-driven tools to support personalized education. The findings emphasize the need for comprehensive training programs that integrate technology and provide systemic support to prepare future educators. These programs should focus on bridging the gap between theory and practice to meet the demands of diverse and evolving classrooms.