Beyond Access: Ensuring Equity in Digital Placements for Pre-Service Teachers’ Work-Integrated Learning
DOI:
https://doi.org/10.38140/obp5-2026-04Keywords:
Digital equity, work-integrated learning, teacher education, educational leadership, policy and leadershipAbstract
The incorporation of digital technologies in work-integrated learning (WIL) has become increasingly significant in teacher education, particularly in scenarios where traditional, face-to-face placements are restricted. While technology-mediated placements broaden accessibility and flexibility, they also raise crucial concerns regarding equity, inclusion, and participation for pre-service teachers. Guided by the Digital Equity Framework, this chapter conducts a critical analysis of existing literature to explore how equity can be upheld in digital WIL environments. The framework expands the concept of equity beyond technology access, encompassing aspects of meaningful participation, digital proficiency, and empowerment. Consequently, it offers a valuable perspective for investigating how the digital evolution in teacher education can foster not only connectivity but also agency and inclusion. Leveraging global and local academic work, the chapter examines how structural inequalities, digital discrepancies, and teaching methods influence the experiences of pre-service teachers in virtual placements. The discourse is structured around four interconnected themes: Access and Infrastructure, spotlighting the enduring disparities in connectivity and device provision; Digital Pedagogies and Support, evaluating fair mentoring and instructional design; Socioeconomic and Contextual Barriers, addressing inequalities associated with background and school environment; and Policy and Institutional Responses, delving into leadership, collaborations, and systemic transformation. The chapter asserts that progressing digital equity in WIL necessitates a holistic approach that aligns policy, leadership, and pedagogy to ensure that pre-service teachers are not just digitally connected but also empowered to excel within fair, technology-mediated professional learning settings
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