Bridging pedagogy and technology: Optimizing digital learning resources for future geography teachers

This study investigates how digital learning resources (DLRs) can more effectively support the learning of teaching methods and techniques among preservice Geography teachers. Focusing on final year students in the Geography Education program at Ho Chi Minh City University of Education, the research examines their prior experiences with online and blended learning, the kinds of DLRs they actually use, and the forms of technological and pedagogical support they consider most necessary. The findings indicate that student teachers have substantial experience with digital environments as a result of the recent expansion of fully online and blended courses, and that they routinely employ text based materials, images, quizzes, and video resources to understand methodological concepts and prepare lesson plans. However, more specialized, Geography specific resources – such as multimedia case studies, animated explanations of teaching processes, and structured procedural guides – are less available and not always closely aligned with course objectives. Participants therefore express a strong demand for high quality DLRs that present verified, up to date content, integrate multiple media formats coherently, and provide clear step by step models for applying teaching methods in Geography classrooms. They also underline the importance of a reliable virtual learning environment that makes these materials easy to access and to combine with face to face activities. By linking students’ reported practices and needs with ongoing digital transformation policies in Vietnamese higher education, the study highlights that DLRs should be designed as discipline specific pedagogical tools rather than generic technological add ons. The results offer practical implications for lecturers, curriculum designers, and policy makers seeking to optimize DLRs for Geography teacher education.