Pathways for Enhancing Pre-Service Teachers’ Digital Literacy in the Context of Digital Transformation: Construction and Practical Research on a Competency Assessment System Based on Blended Training

Abstract

With the acceleration of digital transformation in education, improving pre-service teachers’ digital literacy has become essential for high-quality teacher education and for preparing future educators to work in technology-rich engineering environments. This study constructs and empirically verifies a competency assessment system embedded in a blended training scenario. Based on domestic and international standards and the cognitive characteristics of preservice teachers, the assessment system includes four dimensions: awareness and attitude, knowledge and skills, application and innovation, and social responsibility and ethics. A one-semester blended training program combining online micro-lectures with offline workshops is then implemented, and formative assessment is used to monitor learning progress and provide feedback. A quasi-experimental design compares the post-test digital literacy scores of an experimental group receiving blended training and formative assessment with those of a control group receiving conventional training. Correlation analysis of learning behavior data is also conducted. The results show that the system effectively diagnoses digital-literacy shortcomings and significantly improves digital teaching capability, especially in resource development and technology integration, with relevance to wireless learning platforms and electromagnetically reliable smart classrooms.