The integration of technology in Consumer Studies teaching practice in the classroom had opened new avenues for fostering meaningful learning experiences, allowing teachers to engage learners in innovative ways. This study posits that, under the guidance of pre-service teachers, students should transition from being passive recipients of information to active creators of knowledge. The advent of modern technology has revolutionized educational practices, enabling collaborative learning opportunities that transcend traditional constraints of time and space. The primary objective of employing technology in the classroom is to enhance student performance and engagement. As technology becomes increasingly embedded in societal norms, pre-service teachers are better equipped to navigate its implementation in their teaching methodologies. This research adopts a qualitative approach, utilizing semi-structured interviews to gather insights from a purposive sampling of six university pre-service teachers regarding their integration of technology in daily teaching practices. The study is framed within the theoretical lens of social constructivism, which emphasizes the role of social interactions in the learning process. Thematic analysis was employed to identify and construct key themes from the qualitative data collected. Furthermore, the findings underscore the necessity for on-going professional development and support for teachers to effectively incorporate technology into their pedagogical strategies. This study contributes to the understanding of how technology can be leveraged to create dynamic learning in the Consumer studies classroom.

Keywords: Classroom, Consumer Studies, Integration, Pre-service teachers, Technology.