Perceptions of prospective teachers on the effect of distance learning on digital citizenship skills (example of Türkiye and Spain)

This study explores the perceptions of pre-service social studies teachers from Turkey and Spain on the relationship between distance learning and digital citizenship skills. Using a phenomenological model in a qualitative research method, data were collected through semi-structured interviews with 14 participants. The findings show that both groups emphasise the need to integrate digital citizenship education into curricula, with Turkish participants focusing on emerging issues such as artificial intelligence and digital technologies, while Spanish participants emphasise the alignment of digital learning with practical applications. Distance learning is seen both as an opportunity, promoting accessibility and digitalisation, and as a challenge, with motivation and interpersonal interaction identified as significant obstacles. Artificial intelligence emerges as a key tool for improving educational efficiency and shaping future practices.