ORIGINAL RESEARCH article
Front. Educ.
Sec. Teacher Education
Exploring Multiliteracies Competencies in Indonesian Teacher Education: A Cross-Disciplinary Survey of Pre-Service Teachers
Provisionally accepted
- 1Shaanxi Normal University, Xi'an, China
- 2Universitas Nahdlatul Ulama Yogyakarta, Indonesia, Yogyakarta, Indonesia
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This study investigates the multiliteracy competence and pedagogical readiness of pre-service teachers in Indonesia, specifically focusing on their ability to implement multimodal pedagogy. It examines differences in three key areas: (1) conceptual multiliteracy knowledge, (2) pedagogical preparedness for designing multimodal instruction, and (3) perceptions of challenges in implementing multiliteracy. The study compares pre-service teachers from language-related programs (e.g., English, Arabic education) and non-language programs to identify any significant differences in their preparedness and knowledge. A quantitative survey approach was employed to collect data, and the relationships between Pedagogical Content Knowledge for Multiliteracies (PCKM) and multiliteracy frameworks were analyzed using Confirmatory Factor Analysis (CFA). The findings contribute to an expanded understanding of multiliteracy in teacher education, particularly within developing countries like Indonesia, which presents a unique context due to its cultural diversity, complex social dynamics, and regional disparities in digital access. These results offer practical recommendations for redesigning teacher education curricula, enhancing pre-service teachers' readiness for integrating multimodal pedagogy, addressing the specific challenges they face, and developing culturally and contextually relevant multiliteracy assessment tools.
Keywords: multiliteracies, Teacher Education, Interdisciplinary competence, pedagogical content knowledge, Multimodal teaching, educational equity
Received: 21 Sep 2025; Accepted: 08 Dec 2025.
Copyright: © 2025 Andriyati and Amin. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Nofica Andriyati
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