Published Paper Details:

In contemporary education, teachers are expected to function not only as subject experts but also as competent users of media and digital technologies. Media competency has emerged as a vital professional skill, enabling teachers to effectively use digital tools, engage learners, communicate information, and promote ethical and safe media practices. The present study aimed to assess the level of media competency among pre-service teachers and to examine differences based on residential background, stream of graduation, and teaching experience. The study was conducted on a sample of 1,568 pre-service teachers enrolled in the two-year B.Ed. programme across colleges in Jaipur. A Media Competency Assessment Tool developed by the researcher was employed to assess four dimensions: technical skills, media interaction and communication, pedagogical application, and ethical and safe media use. Descriptive statistical techniques were used for data analysis. The findings revealed that most pre-service teachers exhibited a moderate level of media competency, while a substantial proportion demonstrated low competency levels. Urban students, science graduates, and those with prior teaching experience showed comparatively higher media competency. The study underscores the need for systematic and practice-oriented media training within teacher education programmes to better prepare future teachers for digitally enriched classrooms.