Abstract

This study examines the relationship between pre-service teachers and their perceptions of digital technologies and visions of the future of education. It addresses a gap in the literature concerning the positive emotions and optimistic perspectives that future educators associate with digital technologies. The research is part of the broader project “Digital Dreams: Are We Ready?,” which aims to understand the role of digital technologies in the aspirations of future teachers. Using thematic analysis, the study examined the perspectives of forty-one pre-service teachers on their envisioned world. The key finding reveals that family and personal relationships emerged as the most frequently expressed themes. Participants perceive digital technologies primarily as tools to enhance teaching efficiency rather than as substitutes for the teacher’s role. These findings have significant implications for teacher education programs, which should prioritize the development of digital competencies alongside a balanced approach to technology integration in educational practice. Furthermore, the study highlights the importance of addressing personal well-being and work-life balance in teacher preparation, as these factors play a critical role in the motivation and professional fulfillment of future educators.