Why Pre-Service Teachers Don’t Use Social Media: Prerequisites and Reasons of Non-Users

• In Event: Digital Professionalism and Immersive Technologies in Teacher Education and Practice

Abstract

Social media platforms are valuable tools for informal teacher professional development (TPD), offering flexibility, self-directed learning, and access to professional communities. Yet, research has largely focused on users, neglecting those who deliberately avoid professional engagement on these platforms. This mixed-methods study explores reasons for non-use among 147 pre-service teachers. Using the Will–Skill–Tool (WST) framework, it compares users and non-users in terms of motivation, perceived relevance, and self-assessed skill. Findings show that non-users report lower motivation, relevance, and digital confidence. Qualitative results point to barriers related to attitudes, identity, and knowledge, such as the desire to separate personal and professional life. The study informs inclusive TPD design and calls for more research on non-users in digital professional learning.

Authors

• Hermann Dzingel, University of Potsdam

• André Meyer, University of Potsdam

• Eric Richter, KU Eichstätt-Ingolstadt

• Dirk Richter, University of Potsdam