Digital technology has been widely regarded as one of the most crucial improvements embracing every facet of society. It is acknowledged as a powerful instrument which plays a vital role in the transformation of educational settings by superseding traditional teaching methods (Guillén-Gámez et al., 2020). In this matter, the main indicator of quality education is a high level of digital competence (Maderick, 2016). There are numerous studies aimed at measuring the level of pre-service teachers’ digital competence; most future educators possess a moderate level, focusing on technological and pedagogical aspects. Apart from evaluating pre-service teachers’ digital competence, researchers identified the factors affecting the level of competence (Çebi & Reisoğlu, 2020; Dolezal, 2025). In the Kazakhstani context, researchers aimed at measuring pre-service teachers’ digital competence; apart from that, they endeavour to find correlations between the level of digital competence and demographic diversity (Abiltayeva et al., 2025). Some studies are dedicated to evaluating pre-service teachers’ attitudes and readiness for digital instructional practice (Kurebayeva et al., 2025). In addition, exploration of pre-service teachers’ experiences, challenges, and perspectives in terms of digitalisation of instructional practice is widely studied in a variety of research (Nurbekova & Nurbekov, 2023; Nogaibayeva,  2023). However, there has been relatively little research conducted to compare the factual rank of professional digital competence and conducting instructional practice using digital elements.  The research aims to reveal the differences between pre-service teachers’ real level of digital professional competence and genuine performance in tech-driven classrooms.  The purpose of the research focuses on two specific inquiries: What is the current level of pre-service teachers’ professional digital competence? How do pre-service teachers integrate the elements of digital instructional practice? There are a number of frameworks which have been designed to identify teachers’ level of digital competence. As an illustration, the American standards and performance indicators of the International Educational Technology Association (ISTE) are the most important basis for teachers to integrate technology into their teaching methods (Tondeur et al., 2017). From a European perspective, DigEuLit model aims to identify, systematize and select tools related to digital skills for teachers and students, and it is supported by the European Commission (Amaro et al., 2017). It is aimed to enhance not only their professional growth but also the level of self-esteem. In addition, the European Framework for the Digital Competence of Educators, called DigCompEdu, has been established, which is recognized as one of the core competencies in the educational process (Redecker, 2017). According to Redecker (2017) the DigCompEdu framework is based on six specific dimensions, namely professional engagement, digital resources, teaching and learning, assessment, empowering learners, and facilitating learners’ digital competence. It indicates the extensive model created in the field of digital instructional practice. The DigCompEdu framework has been created to empower examination of digital competence status and its development by identifying the benefits and limitations (Toker et al., 2021). Overall, the conceptual basis indicates digital competence as professional development and the interaction between metacognition and digital technology. Using DigCompEdu as the main framework in this research, it brings digital opportunities to the European and international levels and provides a solid theoretical foundation for studying the development of digital opportunities in an educational environment. The research is based on the European Framework for the Digital Competence of Educators (DigCompEdu) (Redecker, 2017), which provides a shared reference model at both European and international levels. This empowers the comparability of findings across educational systems and supports the international relevance of the study. A European dimension allows for gaining broader global visibility, having a positive impact beyond a single national context. 

The study employed explanatory sequential mixed methods, namely a quantitative survey was made to identify pre-service teachers’ level of digital competence, followed by a qualitative interview to identify how digital patterns are implemented in the instructional practice. In this design, data were collected through a structured survey to identify the level of digital competence and a semi-structured interview to explore pre-service teachers’ digital teaching practice in the classroom. The survey was developed in accordance with the Professional Digital Competence Framework for Educators (Jisc, 2018). It was divided into four categories, encompassing 20 items, such as the curriculum planning process, digital resources and materials, assessment and feedback, and differentiation. The reliability and consistency of the survey were proved through Cronbach’s alpha calculations after conducting the pilot study. The respondents rated their level of digital competence on the Likert scale (from 1 - completely agree to 5 - strongly disagree). Pre-service teachers chose the best option for themselves during an online survey. The interview questions were based on the components and statements of the survey to capture future educators’ behaviours and experiences in teaching performance utilising digital instructional practice. The overall number of participants is 105 third-year and fourth-year students from Kazakh National Women’s Teacher Training University chosen through purposive sampling. Selected participants have already been exposed to a pedagogical internship. To analyse the results, Jamovi statistical software was applied (version 2.3.28). In general, the selected research instruments help determine the difference between the self-assessment of the future educators’ level of digital competence and actual teaching performance. In other words, an interview involves systematic research on the integration of technology into the real environment. It helps to explore future educators’ perceptions, experiences, and digital practices, allowing to obtain deep insights about their actual performance. Before conducting the research, permission from the university’s ethical committee was obtained in advance. The study guaranteed the confidentiality of participants’ real names and personal data. The survey and interview questions have been presented as they correspond to the ethical guidelines to avoid potential risks of the study. The participation was voluntary and confirmed via a consent form. To provide anonymity, each participant was encrypted using pseudonyms. However, the name of the university was revealed in order to provide transparency and a specific context for the research. The informed consent contained some information about the research, particularly its purpose, procedures and any possible risks.

Digital advancements play a crucial role in the educational landscape which requires teachers to use technology effectively. It is vital for future teachers to use digital tools properly during their teaching practice, which will help them successfully commence their teaching career. The key to using technology in the classroom is to combine it with effective teaching approaches. It was found that although pre-service teachers tend to be positive about the use of technology and digital tools, it is often difficult for them to demonstrate their knowledge and skills in real classroom situations. The results show that future educators have an average level of readiness to use technology in teaching, especially when planning lessons, but they face difficulties in organising and supporting digital instructional practice. In addition, there is a gap between what they learn in theory and what they do in practice, which indicates that they have moderate digital skills, but they use technology little in real-world learning environments. The study highlights how important it is to integrate technology into real classrooms. It also shows the need for updated university courses to help future teachers apply digital learning methods in real-world situations. The results of the study suggest the improvement of educational programs with an emphasis on new teaching methods. Based on the results, it is possible to create a digital learning environment that will facilitate more efficient use of technology. It is also important to include practical elements in the conditions of a real learning process. Developing a clear framework for defining the necessary knowledge and skills can help bridge the gap between what teachers think they are ready for and what they can actually do in digital learning. The findings of the study present a significant discrepancy between the self-assessed level of digital competence and actual performance in a tech-driven classroom.

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