Differences in Priorities and Background Characteristics Among Pre-Service Teachers Choosing Different Study Formats

The shortage of qualified teachers across Europe has increased interest in flexible and decentralized pathways into teacher education. This study examines pre-service teachers’ background characteristics and programme-choice priorities when selecting between two study formats at a Norwegian university: a blended learning programme and a face-to-face campus-based programme. Survey data from 108 pre-service teachers revealed significant differences between the groups in age, place of residence, region of origin, prior teaching experience, current teaching employment, and confidence in securing a permanent teaching position. Campus-based students were younger, less experienced, and reported lower confidence in obtaining permanent employment than students in the blended learning programme. Three of fifteen choice-related factors differed significantly between study formats, most notably the importance assigned to programme organization, which was rated higher by blended-learning students. No differences were found for geographic location or for eleven content-related factors. In this sample, blended-learning students were more often from rural areas, and they placed greater value on organizational flexibility, suggesting that flexible formats may be particularly relevant for students balancing work, distance, or other commitments. However, this study is cross-sectional, based on a single institution, and cannot determine broader policy implications or effects on regional teacher supply. Longitudinal and multi-institutional research is needed to assess potential long-term outcomes.