Ashraf Fathy Fares Muhammad

I am conducting a study exploring the development of digital literacy within English teacher education programmes in Egypt, with a particular focus on digital communication, collaboration, and participation (DCCP) as key dimensions of digital literacy. The study examines how pre-service English as a Foreign Language (EFL) teachers engage with digitally mediated learning environments and how structured training activities support the development of their digital competencies. Adopting a collaborative and practice-oriented perspective, the research focuses on designing and implementing digital learning activities and exploring participants’ experiences, reflections, and applications of digital literacy within English language teaching contexts.

This research builds on prior findings that highlighted a gap between recognising the importance of digital literacy and implementing it effectively in practice within Egyptian teacher education. The current study extends this work through a co-design approach in which stakeholders collaboratively develop contextually relevant digital literacy activities. Methodologically, the study adopts a mixed-methods design involving co-design sessions, training workshops, surveys, interviews, diaries, and artefact analysis to examine changes in participants’ perceptions and practices. The findings aim to generate practical models and strategies to support the integration of digital literacy into pre-service English teacher education in Egypt.