Integration of Technology in Microteaching: The Role of Interactive Digital Content in Enhancing Teaching Quality and Satisfaction among Pre-Service Teachers at Farhangian University, Mazandaran

Document Type : Original Article

Authors

1 Department of Educational Science, Farhangian University, Tehran, Iran

2 Farhangian University

10.48310/reek.2026.5166

Abstract

Background and Objectives: This study examines the impact of interactive digital content on enhancing microteaching quality and increasing satisfaction among pre-service teachers. It explores how interactive technologies influence teaching competencies and learner engagement within the instructional process, aiming to propose strategies for improving educational quality.
Methodology: A quasi-experimental design was implemented over eight weeks during the 2024–2025 academic year, using a pre-test–post-test control group structure. A total of 132 female pre-service teachers were randomly assigned via block randomization to either the experimental group (n = 65), which received instruction through interactive digital content, or the control group (n = 67), which followed traditional teaching methods. Data collection instruments included a Teaching Quality Checklist with three components; content richness, pedagogical-technological interaction, and instructional effectiveness (α = 0.89), and a Satisfaction Survey measuring self-efficacy, motivation toward instructional materials, and user-friendliness (α = 0.92).
Findings: The use of interactive digital content significantly improved teaching quality (p < 0.01), with notable gains in content richness, pedagogical-technological interaction, and instructional effectiveness. These improvements varied across academic disciplines. Additionally, interactive technologies significantly enhanced self-efficacy, intrinsic motivation, and overall satisfaction (p < 0.01), highlighting their role in promoting reflective practice and learner-centered instruction.
Conclusion: Interactive digital content substantially enhances microteaching quality and pre-service teacher satisfaction. However, its effectiveness is influenced by academic discipline, technological readiness, and digital literacy. These findings underscore the importance of revising technology-integrated teacher education programs to address disparities in access and digital training.

Keywords

Research and Innovation in Primary Education
Volume 8, Issue 3
October 2026
Pages 173-192

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