Một Từ sử dụng công nghệ đến năng lực số: Một nghiên cứu về sinh viên sư phạm trong bối cảnh giáo dục số

Tóm tắt

In the context of digital transformation, digital competence has become essential for pre-service teachers, extending beyond basic technology use. This study examines the digital competence of pre-service teachers and its relationship with technology use. A survey of 330 students was conducted using a questionnaire covering six dimensions: information literacy, digital communication, content creation, safety and ethics, problem-solving, and AI application. The instrument showed high reliability (Cronbach’s Alpha = 0.966), and exploratory factor analysis confirmed a six-factor structure (KMO = 0.708; p < .001). Results indicate that frequent technology users demonstrate significantly higher competence in most areas, except digital communication. Differences across academic years are uneven, with stronger development in information literacy and problem-solving than in AI and content creation. The findings suggest that frequent technology use does not necessarily lead to comprehensive digital competence, highlighting the need for structured digital competence development and explicit integration of AI literacy in teacher education.