Research Information System
IRJEdT International Research Journal of Education and Technology, vol.9, no.2, pp.357-375, 2026 (Peer-Reviewed Journal)
This study examined the digital competence of pre-service teachers within the frameworkof the International Society for Technology in Education (ISTE) Standards and explored differences according to demographic and access-related variables. A quantitative survey design was employed, and data were collected from undergraduate students enrolled in a teacher education program. The instrument comprised seven ISTE domains and demonstrated excellent internal consistency (α = .986 overall; subscale α values ranging from .919 to .949).Descriptive findings indicated moderate levels of self-perceived digital competence across all domains. Higher mean scores were observed in Knowledge Constructor and Empowered Learner, whereas lower scores emerged in Innovative Designer and Computational Thinker. Due to non-normal data distribution, non-parametric tests were conducted. Kruskal–Wallis analyses revealed significant differences by year of study in five domains, primarily between first- and third-year students, suggesting developmental progression during teacher education. No significant differences were identified across academic majors. Mann–Whitney U tests showed statistically significant differences across all domains based on personal computer ownership and internet access, favoring students with greater technological access.The findings indicate that digital competence develops throughout teacher education but remains strongly associated with structural access factors. Strengthening innovation-oriented competencies and ensuring equitable technological resources are critical for comprehensive digital competence development.