Integrating Technology for Sustainable Education: A Study on the Support Systems for Pre-Service Teachers in Malaysia

Abstract

This study explores the support systems available to pre-service teachers in Malaysia as they attempt to integrate technology into their teaching practices during their practicum. With the growing importance of digital literacy and technology in education, this research examines how the training provided by educational institutions, mentorship from schools, and government policies facilitate or limit the integration of technology. The study employs a qualitative approach, analyzing the experiences of 30 pre-service teachers and their perceptions of the support systems in place. The findings highlight the role of sustainable educational practices in technology integration, with a particular focus on the long-term impact of these support mechanisms in fostering effective teaching and learning environments. This paper aligns with the United Nations’ Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), SDG 9 (Innovation and Infrastructure), and SDG 10 (Reduced Inequalities), demonstrating the importance of sustainable technology integration in teacher education. This study is motivated by the need to enhance pre-service teachers’ readiness for digital transformation in Malaysia, where gaps in infrastructure and training persist. By examining institutional training, school mentorship, and government initiatives, it provides evidence on how support systems shape sustainable technology integration and offers insights for SDG-aligned educational reforms.