Needs assessment and comparison of digital competence among pre-service teachers

Abstract

This survey study aimed to assess the priority needs for enhancing pre-service teachers’ self-perceived digital competence and to compare their self-perceived digital competence across different background characteristics. Data were collected from 658 undergraduate pre-service teachers at the University of Phayao, Thailand. Participants completed a questionnaire based on the five competence areas of DigComp 2.2 and rated their current and desired levels of digital competence. Development priorities were determined using the Modified Priority Needs Index (PNI_modified), calculated from participants’ current and desired ratings. Descriptive statistics were used to summarize the data, while independent-samples t-tests and MANOVA were used to examine differences across disciplinary fields and year levels, respectively. The findings indicated that (1) the three highest-priority areas for development were Digital Content Creation, Problem Solving, and Safety, respectively; and (2) differences in self-perceived digital competence were observed between disciplinary groups and across year levels. Pre-service teachers in the humanities group reported significantly higher Digital Content Creation scores than those in the science group. Significant year-level differences were found across all five competence areas. Pairwise comparisons showed lower scores for Year 1 than for Years 2–4 and for Year 2 than for Years 3–4. Years 3 and 4 were statistically comparable. These findings can inform the design of targeted learning activities and curriculum development to strengthen priority areas of digital competence in pre-service teacher education.