During their university studies, prospective teachers should be prepared to use digital technology (ICT) as an effective instructional tool. To reach this goal, new training courses for prospective science teachers have been developed at twelve universities in Germany. Pre- and post-intervention survey comparisons were carried out to evaluate the effectiveness in changing participants’ attitudes towards learning using ICT and other outcome variables. To combine this evaluation across universities with an analysis concerning individual learning objectives at each university the lecturers were also asked for aspired changes of these variables in their own courses. This research design typifies an evaluation in higher education aiming at multiple objectives in a combined standardized manner. Based on the findings, a system for digital basic skills for science teachers will be presented and discussed. This system takes into account that the addressed skills differ in the degree of integrability into lectures of the technical science disciplines (e.g., biology or physics) and courses addressing PK or PCK. Furthermore it may help to integrate science specific digital technologies to develop competencies of the DigCompEdu framework.

.