<![CDATA[This study aims to describe pre-service teachers’ preferences regarding digital learning resources, online learning activities, and academic communication tools in online learning. The method used is a descriptive quantitative approach with a survey conducted among students in teacher education programs, utilizing a Likert-scale questionnaire that has been tested for validity and reliability (α = 0.892).The results indicate that students have a strong preference for digital learning resources in the form of interactive and narrative-based videos that are multimodal in nature. In terms of learning activities, gamification and automated quizzes with immediate feedback are the most favored, as they enhance engagement and learning motivation. Meanwhile, in the communication dimension, students prioritize synchronous and interactive media that enable real-time communication. Overall, online learning activities emerge as the most dominant dimension, followed by academic communication tools and digital learning resources. These findings highlight the importance of designing online learning environments that are interactive, responsive, and adaptive to the characteristics of digital-native students in order to improve learning effectiveness.]]>
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