Digital Dreams: What Are Students of Teaching Afraid of?

Abstract

This study explores the anticipated negative aspects of the future as perceived by forty-one preservice teaching students (40 females and 1 male), aiming to understand how these perceptions influence their approach to teaching and their professional development. Using qualitative content analysis based on grounded theory, the responses revealed that the most frequently reported concerns are related to relationships and social values (30.77%), followed by work and personal life (28.21%), and technology (16.67%). Concerns about health (11.54%), war and conflict (6.41%), and ecology (6.41%) were less widespread but still significant. Relationship and social values concerns included maintaining personal connections and coping with social change, whereas work−life balance concerns highlighted the difficulty of reconciling professional demands with personal well-being. Technology concerns highlighted that adapting to rapid digital advances is increasingly important in modern education. These findings reveal a complex interplay of personal, professional, and societal anxieties, reflecting the challenges future educators anticipate in balancing professional demands, personal aspirations, and a rapidly evolving technological and social landscape. This research highlights the importance of supporting students’ mental well-being and preparing them for the multifaceted demands of the teaching profession.