Pre-Service Teachers’ Digital Competence and Readiness for Innovative Pedagogies in Teacher Education Programmes

Abstract

The rapid digital transformation of education has heightened the need for teachers who possess not only subject knowledge but also strong digital competence and readiness to implement innovative pedagogies. Pre-service teachers, as future educators, must be adequately prepared to integrate digital tools into teaching and learning processes. This study examined the relationship between pre-service teachers’ digital competence and their readiness for innovative pedagogical practices. Using a quantitative survey design, data were collected from pre-service teachers enrolled in teacher education programmes at selected universities. Digital competence was measured across technological, pedagogical, and content-related dimensions, while readiness for innovative pedagogy was assessed in terms of instructional flexibility, learner-centered orientation, and confidence in technology integration. The findings revealed a significant positive relationship between digital competence and readiness for innovative pedagogies, with pedagogical digital competence emerging as the strongest predictor. The study underscores the importance of embedding structured digital competence development within teacher education curricula. Implications for teacher preparation, policy, and future research are discussed.