Digital learning assets for future instructors: worldwide problems in Pakistan Present time

Abstract

The rapid growth of digital technologies for education, as well as their application in the educational process for various objectives, necessitates the creation of pedagogical digital assets by teachers. Different types of Forms, modes of engagement, and the use of digital tools by the instructor for self-education and instructional goals are examples of digital pedagogical assets. This study summarizes the findings of a teacher survey on the characteristics of teaching with digital resources, as well as the issues faced and the characteristics of the instructional digital assets of the teacher of the future and will be beneficial for all . The survey was created using Google forms. The study's findings suggest that the time spent studying the characteristics of digital programmes and generating content to work in them was the most frequently chosen by teachers, independent of the subject matter they provided. For the future teacher, such qualities were highlighted: the ability to use digital applications to improve teaching quality, the short time of application of digital tools (if possible during training), and a combination of teachers' pedagogical skills and effective use of digital tools. According to the survey results, the digital educational assets of the future teachers can be identified as mastering a small number of applications, but with maximum compliance with the subject that the teacher teaches (obviously, for teachers of drawing, it is effective to use some applications, whereas for teachers of mathematics - quite different), creating quality content for teaching students with regard to age-specific perception, compliance with norms, and so on.