Improving Digital Literacy of Elementary Teacher Candidates Through Digital-Based RADEC Learning Model

In the digital age, enhancing digital literacy among prospective primary school teachers is crucial for effective education. The purpose of this study is to evaluate how well RADEC’s digital learning paradigm improves digital literacy skills compared to traditional training. The study involved 100 students from two institutions and used a quasi-experimental pretest-posttest control group design. They were divided into two groups. The experimental group received the RADEC intervention, and the control group used conventional teaching methods. Data was collected using digital literacy evaluation. The normality test showed that the data was not distributed normally; As a result, the analysis must use nonparametric statistical techniques. The Wilcoxon Marked Rating Test is the most commonly used technique in this regard. Both groups showed different digital literacy scores between pretest and posttest. The experimental group showed a more significant improvement (Z = –6.205, p < 0.001) compared to the control group (Z = –3.036, p < 0.002). These findings suggest that the digital-based RADEC learning model is significantly more effective in enhancing digital literacy among prospective teachers than traditional methods, highlighting the need for innovative teaching strategies in teacher education programs.