The Development of the Digital Literacy Competency in Accordance with Professional Standards for Pre-service Teachers

Abstract

This research aimed (1) to develop digital literacy competencies based on the professional standards framework for pre-service teachers, and (2) to examine the outcomes of implementing competency-based digital literacy instruction. The study employed a quantitative research design guided by the Thai professional teaching standards as its conceptual framework. The research was conducted at Ubon Ratchathani Rajabhat University with a sample of 30 first-year pre-service teachers enrolled in the course "Innovation and Digital Technology for Education" in the second semester of the academic year 2024. Participants were assigned to the study group through the university’s automated registration system, ensuring randomization. Four research instruments were utilized: (1) a digital literacy competency assessment form, (2) an evaluation rubric for instructional design and teaching media, (3) a learning achievement assessment, and (4) a student satisfaction questionnaire. Data were analyzed using descriptive statistics (mean, standard deviation) and inferential statistics (paired samples t-test).

The research yielded four key findings. First, the developed digital literacy competencies were structured into four key functions—Understanding, Developing, Managing, and Protecting—comprising four core units and twelve sub-competencies, aligned with the national teacher professional standards. Second, the competency-based instructional modules (KB.1–KB.4) were deemed highly appropriate by experts ( = 4.77, SD = 0.47), particularly in terms of content coverage, clarity of activities, and practical applicability. The modular sequence from foundational (KB.1) to advanced competencies supported systematic skill development. Third, all participants successfully met the competency criteria across all module activities. Fourth, student satisfaction was rated at a high level ( = 4.64, SD = 0.46), especially regarding the instructors ( = 4.87), the quality of content, and the integration of technology-enhanced learning strategies.

The study culminated in the development of a novel knowledge framework entitled 
“A Competency-Based Digital Literacy Learning Design Framework in the Context of the Bachelor of Education Program” (CoDiLED). This framework represents a new contribution to the field by offering a systematic model for integrating digital literacy into teacher education curricula, especially for practicum-based learning in the digital era.