Digital Competence in Initial Teacher Education: A New Study Provides Insights

Research conducted at the Juraj Dobrila University of Pula has highlighted the importance of digital competence in initial preschool teacher education. The study, which analyzed 964 course syllabi, found that digital competence plays a crucial role in the teaching process and has a significant impact on the quality of teaching. The research suggests that university teachers should incorporate ICT into the curricula to enhance digital literacy among future preschool teachers. According to the study, digital competence is most pronounced in the learning outcomes, with 210 course syllabi incorporating digital tools as a complement to collaborative learning methods.

Key Takeaways:

• The study analyzed 964 course syllabi to examine the presence of digital competence in the Croatian initial preschool teacher education studies' course syllabi.
• Digital competence plays a role in the total of 204 course syllabi, with 130 course syllabi at the undergraduate level and 74 course syllabi at the graduate level incorporating digital competence.
• Digital competence is most pronounced in the learning outcomes, with 210 course syllabi incorporating digital tools as a complement to collaborative learning methods.
• The study suggests that university teachers should incorporate ICT into the curricula to enhance digital literacy among future preschool teachers.
• The research demonstrates the importance of digital competence in initial teacher education and provides guidelines for improving the quality of the teaching process.
• The study highlights the need for teacher education programs to incorporate digital literacy and digital competence as essential components.
• The research provides a basis for upgrading the scientific theory on the implementation of ICT in initial preschool teachers' education.

Statistics:

• 964 course syllabi were analyzed in the study.
• Digital competence plays a role in 204 course syllabi.
• 130 course syllabi at the undergraduate level incorporate digital competence.
• 74 course syllabi at the graduate level incorporate digital competence.
• 210 course syllabi incorporate digital tools as a complement to collaborative learning methods.
• The study found that digital competence is most pronounced in the learning outcomes.

Sources:

• "Digital Competence in Initial (Preschool) Teacher Education." Drustvene i Humanisticke Studije, 2025,10(1(27)):481-498. The publisher for Drustvene i Humanisticke Studije is University of Tuzla, Faculty of Humanities and Social Sciences. A free version of this journal article is available at https://doi-org.sdpl.idm.oclc.org/10.51558/2490-3647.2025.10.1.481.