Digital Competence Factors Influencing Pre-Service Teachers’ Teaching Interest
DOI:
https://doi.org/10.65168/Keywords:
digital communication, professional attitude, information security, artificial intelligence, curriculumAbstract
The digital transformation of higher education requires pre-service teachers to develop not only basic technology-use skills but also communication, collaboration, digital safety, and ethical engagement with artificial intelligence. For future teachers, digital competence is closely related to professional readiness and interest in the teaching profession. This study examined the relationship between digital competence factors and teaching interest among pre-service teachers. A quantitative research design was used, and data were collected from 311 pre-service teachers through a structured questionnaire. The study focused on five dimensions of digital competence: information and data literacy, communication and collaboration, digital content creation, digital safety, and AI and digital ethics. Reliability screening and regression analysis were conducted. The results showed that the digital competence factors explained 24.7% of the variance in teaching interest. Communication and collaboration, and digital safety had statistically significant positive effects on teaching interest, whereas information literacy and digital content creation did not show significant direct effects. The findings suggest that teacher education programmes should integrate digital communication, collaboration, safety, and ethical technology use into professional preparation.
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