READING INTEREST PROFILE OF UNDERGRADUATE STUDENTS IN THE EARLY CHILDHOOD EDUCATION TEACHER TRAINING PROGRAM

This study aims to describe the profile of reading interest among students in the Bachelor’s Degree Program for Early Childhood Education (PGPAUD) through an examination of relevant literature. A literature review methodology was employed. Data were analyzed descriptively by identifying and interpreting findings from the literature regarding aspects of reading interest, influencing factors, reading habits, and the challenges students face in cultivating a reading culture. The results are expected to provide a conceptual overview of the reading interest profile of PGPAUD students, encompassing the roles of intrinsic motivation, the availability of reading materials, the academic environment, the use of digital technology, and institutional support in shaping reading habits. Furthermore, this study is intended to serve as a foundation for developing strategies to enhance students' reading interest such as providing relevant reading resources, fostering consistent reading practices, and creating an academic environment that supports a culture of literacy. Consequently, this research is expected to contribute to strengthening the academic literacy of PGPAUD students, equipping them for their future professional roles as early childhood educators.