Identifying Critical and Underdeveloped Digital Competence Areas Among Pre-Service Teachers Using the DigCompEdu Framework

Abstract

This study presents preliminary findings from a pilot research project investigating the digital competencies of pre-service teachers. Grounded in the DigCompEdu framework, the research identifies areas where teacher trainees exhibit the highest and lowest self-efficacy, alongside those they perceive as most critical for their professional careers. Fifty-eight first-year trainees completed a self-assessment based on the framework. Results indicate that participants rated themselves highest in Area 2: Digital Resources () and Area 1: Professional Engagement (), while reporting lower proficiency in Area 5: Empowering Learners () and Area 6: Facilitating Learners’ Digital Competence (). Frequency analysis revealed that participants prioritised Area 3: Teaching and Learning (27.6%) and Area 6 (22.4%), signalling a discrepancy between current perceived competence and professional priorities. Overall proficiency was situated at level A2 on the DigCompEdu scale, reflecting a foundational level of digital tool integration. These findings suggest that while trainees recognise skill gaps in vital areas, there is an urgent need for targeted training in learner-centred digital pedagogy. This research underscores the necessity of employing established frameworks in early teacher education to foster balanced development across all competence domains.