A Systematic Literature Review of Digital Competencies Among Pre-Service Teachers in Teacher Training Programmes
Keywords:
Systematic Literature Review, Digital Competencies, Pre-Service Teachers, Teacher EducationAbstract
The increasing integration of technology into education necessitates comprehensive training for pre-service teachers to develop digital competencies. This study examines challenges in various training methods used for pre-service teachers and proposes solutions to enhance their digital proficiency. This systematic literature review was conducted using the SCOPUS and Web of Science databases, following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Six researchers independently screened and selected studies, reaching a consensus on 16 relevant articles for in-depth analysis towards the challenges and proposed solutions for this study. The review identified key challenges faced by pre-service teachers, including technological-pedagogical disintegration and gender disparities in digital competency acquisition. To address these issues, curriculum mapping strategies were suggested to integrate theoretical knowledge with practical application. Additionally, enhancing linguistic abilities, promoting collaborative learning, and fostering creativity were recommended to improve digital competency development. This study contributes to the discourse on pre-service teacher education by systematically identifying training challenges and proposing targeted interventions to strengthen digital competencies. It underscores the necessity of a holistic curriculum approach that balances technical proficiency with pedagogical innovation. The findings are beneficial for policymakers, teacher educators, and curriculum developers involved in teacher training programs. By implementing the recommended strategies, institutions can better equip pre-service teachers with essential digital skills, ensuring their preparedness for modern educational environments.
References
Abouzahra, A., Sabraoui, A., & Afdel, K. (2020). Model composition in model driven engineering: A systematic literature review. Information and Software Technology, 125, 106316. https://doi.org/10.1016/j.infsof.2020.106316
Alexander, P. A. (2020). Methodological guidance paper: The art and science of quality systematic reviews. Review of Educational Research, 90(1), 6–23. https://doi.org/10.3102/0034654319854352
Alférez-Pastor, M., Collado-Soler, R., Lérida-Ayala, V., Manzano-León, A., Aguilar-Parra, J. M., & Trigueros, R. (2023). Training digital competencies in future primary school teachers: A systematic review. Education Sciences, 13(5), 461. https://doi.org/10.3390/educsci13050461
Alnasib, B. N. M. (2023). Digital competencies: Are pre-service teachers qualified for digital education? International Journal of Education in Mathematics, Science and Technology, 11(1), 96–114. https://doi.org/10.46328/ijemst.2842
Alsolami, B., & Embi, M. R. (2018). Crowding perception: A case study of developed systematic literature review procedure with multiple software programs as management and synthesis tools. International Journal of Engineering and Technology (UAE), 7(2), 121–126. https://doi.org/10.14419/ijet.v7i2.10.10969
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1017/CBO9781107415324.004
Camilleri, P., Engen, B. K., Hatlevik, O. E., Colomer Rubio, J. C., & Hernández Gassó, H. (2021). Student teachers and their attitudes towards ICT: Lessons learned from three different countries. Nordic Journal of Comparative and International Education, 5(4), 38–52. https://doi.org/10.7577/njcie.4207
Çebi, A., & Reisoğlu, İ. (2020). Digital competence: A study from the perspective of pre-service teachers in Turkey. Journal of New Approaches in Educational Research, 9(2), 294–308. https://doi.org/10.7821/naer.2020.7.583
DeMonte, J., & Coggshall, J. G. (2018). New collaborations, new approaches: Research for improvement in teacher preparation. American Institutes for Research.
Elaldı, Ş. (2018). Evaluation of material development and presentation process within the scope of instructional technologies and material design course. Cumhuriyet International Journal of Education, 7(4), 551–570. https://doi.org/10.30703/cije.468442
Flemming, K., Booth, A., Garside, R., Tunçalp, Ö., & Noyes, J. (2019). Qualitative evidence synthesis for complex interventions and guideline development: Clarification of the purpose, designs and relevant methods. BMJ Global Health, 4(Suppl 1), e000882. https://doi.org/10.1136/bmjgh-2018-000882
Gavinolla, M., Livina, A., & Swain, S. (2022). State of the research on teacher education and sustainability: A bibliometric analysis. Journal of Teacher Education for Sustainability, 24(2), 147–165. https://doi.org/10.2478/jtes-2022-0022
Grassinger, R., Bernhard, G., Müller, W., Schnebel, S., Stratmann, J., Weitzel, H., Aumann, A., Gaidetzka, M., Günther, V., Heiberger, L., Mustaca, M., Schmidt, C., & Visotschnig, M. S. (2022). Fostering digital media-related competences of student teachers. SN Computer Science, 3(4). https://doi.org/10.1007/s42979-022-01135-8
Gumennykova, T., Pankovets, V., Liapa, M., Miziuk, V., Gramatyk, N., & Drahiieva, L. (2020). Applying instructional design methods to improve the effectiveness of blended-learning. International Journal of Management, 11(5), 31–42. http://iaeme.com/Home/issue/IJM?Volume=11&Issue=5
Haşlaman, T., Atman Uslu, N., & Mumcu, F. (2023). Development and in-depth investigation of pre-service teachers’ digital competencies based on DigCompEdu: A case study. Quality & Quantity. https://doi.org/10.1007/s11135-023-01674-z
Hidayat, M. L., Hariyatmi, Astuti, D. S., Sumintono, B., Meccawy, M., & Khanzada, T. J. S. (2023). Digital competency mapping dataset of pre-service teachers in Indonesia. Data in Brief, 49, 109310. https://doi.org/10.1016/j.dib.2023.109310
Hong, Q. N., Fàbregues, S., Bartlett, G., Boardman, F., Cargo, M., Dagenais, P., Gagnon, M. P., Griffiths, F., Nicolau, B., O’Cathain, A., Rousseau, M. C., Vedel, I., & Pluye, P. (2018). The mixed methods appraisal tool (MMAT) version 2018 for information professionals and researchers. Education for Information, 34(4), 285–291. https://doi.org/10.3233/EFI-180221
Koehler, M. J., & Mishra, P. (Eds.). (2016). Handbook of technological pedagogical content knowledge (TPACK) for educators. Routledge.
Kraus, S., Breier, M., & Dasí-Rodríguez, S. (2020). The art of crafting a systematic literature review in entrepreneurship research. International Entrepreneurship and Management Journal, 16(3), 1023–1042. https://doi.org/10.1007/s11365-020-00635-0
Kwaah, C. Y., Adu-Yeboah, C., Amuah, E., Essilfie, G., & Somuah, B. A. (2022). Exploring preservice teachers’ digital skills, stress, and coping strategies during online lessons amid the COVID-19 pandemic in Ghana. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2022.2107292
Lebedeva, M. (2020). Teaching language in the digital era: Readiness and expectations of future teachers. In I. Gafurov & R. Valeeva (Eds.), VI International Forum on Teacher Education (pp. 1405–1420). ARPHA Proceedings, 3. https://doi.org/10.3897/ap.2.e1405
Lockwood, C., Munn, Z., & Porritt, K. (2015). Qualitative research synthesis: Methodological guidance for systematic reviewers utilizing meta-aggregation. International Journal of Evidence-Based Healthcare, 13(3), 179–187. https://doi.org/10.1097/XEB.0000000000000062
Maiier, N., & Koval, T. (2021). How to develop digital competence in pre-service FL teachers at university level. Advanced Education, 8(18), 11–18. https://doi.org/10.20535/2410-8286.227639
Masoumi, D. (2021). Situating ICT in early childhood teacher education. Education and Information Technologies, 26(3), 3009–3026. https://doi.org/10.1007/s10639-020-10399-7
McGarr, O., & McDonagh, A. (2021). Exploring the digital competence of pre-service teachers on entry onto an initial teacher education programme in Ireland. Irish Educational Studies, 40(1), 115–128. https://doi.org/10.1080/03323315.2020.1800501
Moodie, I., & Freeman, D. (2017). Educating second language teachers. Applied Linguistics, 38(6), 915–918. https://doi.org/10.1093/applin/amx023
Mohamed Shaffril, H. A., Samsuddin, S. F., & Abu Samah, A. (2021). The ABC of systematic literature review: The basic methodological guidance for beginners. Quality & Quantity, 55(4), 1319–1346. https://doi.org/10.1007/s11135-020-01059-6
Muammar, S., Hashim, K. F. B., & Panthakkan, A. (2023). Evaluation of digital competence level among educators in UAE higher education institutions using Digital Competence of Educators (DigCompEdu) framework. Education and Information Technologies, 28(3), 2485–2508. https://doi.org/10.1007/s10639-022-11296-x
Niyazova, A. Y., Chistyakov, A. A., Volosova, N. Y., Krokhina, J. A., Sokolova, N. L., & Chirkina, S. E. (2023). Evaluation of pre-service teachers’ digital skills and ICT competencies in context of the demands of the 21st century. Online Journal of Communication and Media Technologies, 13(3). https://doi.org/10.30935/ojcmt/13355
Okoli, C. (2015). A guide to conducting a standalone systematic literature review. Communications of the Association for Information Systems, 37(1), 879–910. https://doi.org/10.17705/1CAIS.03743
Ong, Q. K. L., & Annamalai, N. (2023). Technological pedagogical content knowledge for twenty-first century learning skills: The game changer for teachers of Industrial Revolution 5.0. Education and Information Technologies. https://doi.org/10.1007/s10639-023-11852-z
Pombo, L., & Marques, M. M. (2021). Guidelines for teacher training in mobile augmented reality games: Hearing the teachers’ voices. Education Sciences, 11(10), 597. https://doi.org/10.3390/educsci11100597
Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu (No. JRC107466). Joint Research Centre (Seville site). https://doi.org/10.2760/159770
Sani-Bozkurt, S., Vuran, S., & Akbulut, Y. (2017). Design and use of interactive social stories for children with autism spectrum disorder (ASD). Contemporary Educational Technology, 8(1), 1–25. https://doi.org/10.30935/cedtech/6184
Štemberger, T., & Konrad, S. Č. (2021). Attitudes towards using digital technologies in education as an important factor in developing digital competence: The case of Slovenian student teachers. International Journal of Emerging Technologies in Learning, 16(14), 83–98. https://doi.org/10.3991/ijet.v16i14.22649
Tomczyk, Ł., Fedeli, L., Włoch, A., Limone, P., Frania, M., Guarini, P., Szyszka, M., Mascia, M. L., & Falkowska, J. (2023). Digital competences of pre-service teachers in Italy and Poland. Technology, Knowledge and Learning, 28(2), 651–681. https://doi.org/10.1007/s10758-022-09626-6
Tondeur, J., Howard, S. K., & Yang, J. (2021). One size does not fit all: Towards an adaptive model to develop preservice teachers’ digital competencies. Computers in Human Behavior, 116, 106659. https://doi.org/10.1016/j.chb.2020.106659
Toktarova, V. I., & Semenova, D. A. (2020). Digital pedagogy: Analysis, requirements and experience of implementation. Journal of Physics: Conference Series, 1691, 012106.
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425–478.
Whittemore, R., & Knafl, K. (2005). The integrative review: Updated methodology. Journal of Advanced Nursing, 52(5), 546–553. https://doi.org/10.1111/j.1365-2648.2005.03621.x
Xiao, Y., & Watson, M. (2019). Guidance on conducting a systematic literature review. Journal of Planning Education and Research, 39(1), 93–112. https://doi.org/10.1177/0739456X17723971
Yoon, S. H. (2022). Gender and digital competence: Analysis of pre-service teachers’ educational needs and its implications. International Journal of Educational Research, 114, 101989. https://doi.org/10.1016/j.ijer.2022.101989
Záhorec, J., Hašková, A., Poliaková, A., & Munk, M. (2021). Case study of the integration of digital competencies into teacher preparation. Sustainability, 13(11), 6402. https://doi.org/10.3390/su13116402
Zhang, C., Schießl, J., Plößl, L., & Siebert, M. (2023). Acceptance of artificial intelligence among pre-service teachers: A multigroup analysis. International Journal of Educational Technology in Higher Education, 20(49), 1–16. https://doi.org/10.1186/s41239-023-00420-7
Zhao, H., Chen, X., & Lin, Q. (2021). The role of technology in fostering critical thinking among students. Computers & Education, 165, 104123. https://doi.org/10.1016/j.compedu.2021.104123
Zhao, Y., Pinto Llorente, A. M., & Sánchez Gómez, M. C. (2021). Digital competence in higher education research: A systematic literature review. Computers & Education, 168, 104212. https://doi.org/10.1016/j.compedu.2021.104212
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Muhamad Hakim Azaman, Mohd Nazir Md Zabit , Puteri Zarina Megat Khalid , Siti Almunawwarah Shahuddin, Noraini Hashim
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
