Newly qualified teachers often lack sufficient digital skills, as initial teacher education programs rarely devote enough time to developing them (Ng, 2011). While pre-service teachers (PSTs) are sometimes assumed to be “digital natives,” this does not guarantee the pedagogical awareness needed for effective technology use in EFL classrooms (Ciriza-Mendívil et al., 2022; Jones et al., 2010). They need more than mere technical know-how—they require pedagogical understanding that aligns with technological tools (Jones et al., 2010). To become competent teachers in this digital age, PSTs require opportunities to practice and reflect on their digital competences during their training (Ng, 2011).

PSTs have noted inadequate competence training in their programs (Gudmundsdottir & Hatlevik, 2017). Typically, they receive short, decontextualized sessions on using specific applications and websites (Hutchison & Woodward, 2018; Keengwe & Onchwari, 2019). In contrast, universities can serve as pivotal gateways to equip PSTs with the necessary digital integration skills (Tondeur et al., 2018). Such foundational competence in teacher education is essential to prepare them for their future in-service careers (Krumsvik, 2014; Maher, 2020). Thus, preparing future EFL teachers for technology-driven instructional environments where change is a norm and keeping up with it is a challenge has become a must rather than a necessity.

This quantitative study aimed to investigate the impact of a DigCompEdu framework-based 12-week continuous professional development program on pre-service EFL teachers’ self-reported pre-service teacher digital competence (TDC). Specifically, the changes were examined in following main competence areas—Unified Pedagogic Digital Competence (UPDC) and Professional Engagement & Development (PED)—using a repeated-measures within-subjects design.

Towards that goal, this research was guided by the following research question:

1. Is there a statistically significant difference between the level of self-reported teacher digital competence of pre-service EFL teachers before, during and after the training?

Digital competence is the behaviors and understanding to effectively and responsibly use digital technologies in various contexts, including educational settings (Ferrari, 2013; Sorochinsky, 2021). This concept includes a set of skills, knowledge, awareness, and attitudes that enable people to access, manage, create, and share digital information and resources (Krumsvik, 2014). Moreover, it empowers them to work together and express themselves on digital platforms (Krumsvik, 2014).

Despite the availability of various TDC frameworks, DigCompEdu stands out for being developed under the auspices of the European Commission, aligning it with EU educational policies. Unlike more general models, DigCompEdu specifically targets educators, featuring six competence areas and actionable progression levels (A1–C2) to guide teachers from novice to expert in technology use. This policy-driven, educator-centered design makes DigCompEdu particularly influential for institutions seeking alignment with European standards.

A total of 55 senior pre-service EFL teachers at a foundation university in Istanbul, Türkiye, participated. The study employed a convenience sampling approach, and a sample size of 48 was initially determined based on a priori power analysis. As a data collection tool, the adapted DigCompEdu Scale for pre-service teachers was completed before, during and after the implementation, comprising 20 Likert-type items across UPDC and PED.

Analysis of quantitative data involved repeated-measures ANOVA conducted via SPSS and Jamovi softwares. Results indicated significant improvement in both UPDC and PED over time, suggesting that structured pre-service TDC training with emphasis on practical exercises and ongoing feedback can effectively enhance PSTs’ TDC.

The results demonstrate that a systematic, theory- and practice-integrated training program can substantially improve pre-service EFL teachers’ digital competence. These findings underscore the importance of providing sustained support and practical opportunities for prospective educators to develop the mindset and skill sets needed for contemporary, technology-enhanced and ever-changing language classrooms.

Methods Research Design This quantitative study employed a repeated-measures within-subjects design to investigate changes in self-reported digital competence among pre-service EFL teachers over 12 weeks of targeted training. Participants and Setting Fifty-five senior pre-service EFL teachers (78% women, 22% men) from a foundation university in Istanbul, Türkiye, participated. A target sample size of 48 was determined using G*Power (Faul et al., 2007) with Cohen’s (1988) effect size conventions (f = .25, α = .05, 95% power), and the final sample exceeded this goal. Participants were recruited via convenience sampling, and practical significance was also assessed. Over 12 weeks, participants attended weekly two-hour sessions that integrated theory-based discussions, practical activities, and resource sharing. The training addressed professional engagement, digital resources, teaching and learning, assessment, accessibility and inclusion, learner empowerment, and facilitating learners’ digital competence. Guest lecturers specialized in areas such as assessment and special education were invited. Data Collection Data were collected at three time points: before the training (pre-test), midway through the training (mid-test), and immediately after its completion (post-test). The data collection procedure began with the identification of the research site(s) and participants to be studied. This was followed by the determination of the appropriate sample size, and selection of sampling strategy. Data Collection Instrument This research used the adapted DigCompEdu Scale for pre-service teachers, containing 20 Likert-type items across two factors—UPDC and PED. The scale demonstrated strong internal consistency (Cronbach’s α = .95). Items with low factor loadings were removed during exploratory factor analysis, resulting in the final two-factor solution. Data Analysis Descriptive statistics provided an overview of participant demographics. Prior to conducting the repeated-measures analysis of variance (ANOVA), the assumptions for this test were checked including normality, sphericity, and homogeneity of variance. Details of these assumptions were addressed and reported, and appropriate corrections were applied if necessary. A repeated-measures ANOVA was then conducted to test for changes in digital competence across the three time points. Statistical assumptions (normality, sphericity, and homogeneity of variance) were verified, and appropriate corrections were applied when necessary. All analyses were performed using SPSS and Jamovi software. Ethical Considerations This research followed the principles of respect, beneficence, non-maleficence, and justice (Creswell, 2018; Percy et al., 2015). Informed consent was obtained, with participants assured confidentiality and the right to withdraw at any time. The study received ethics committee approval (No. 43037191-604.01.01-12587), and all data were securely stored and anonymized.

Conclusion This study underscores the value of a structured, theory- and practice-driven digital competence training program for pre-service English language teachers. Since the original teacher digital competence scale was designed for in-service educators, an adapted scale was used for the pre-service contexts, culminating in two main factors—UPDC and PED. Repeated-measures analyses revealed a steady increase in UPDC, PED, and overall TDC scores over three time points, indicating that the 12-week intervention significantly enhanced participants’ digital competence. The large effect sizes reinforce the importance of integrating evidence-based digital training into teacher education. Aligning this training with recognized EU frameworks—particularly DigCompEdu—ensures future educators develop both the pedagogical insights and technical proficiencies necessary for modern, technology-enhanced classrooms. In conclusion, these findings confirm that systematic and tailored interventions with hands-on practice can substantially nurture a TDC mindset for pre-service EFL teachers. By adopting such approaches, teacher education programs can strengthen their alignment with European priorities for digital competence, ultimately preparing novice teachers to adapt to evolving classroom demands and deliver high-quality, technology-enhanced language instruction regardless of what the future may hold. This synergy between practice, policy, and research promises to develop a more digitally competent and responsive teaching workforce across Europe and beyond.

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