INVESTIGATING THE DIGITAL COMPETENCE AND READINESS OF ENGLISH PRE-SERVICE TEACHERS TO INTEGRATE INNOVATIVE TOOLS

Abstract

The study employed a mixed-methods research design using a self-developed questionnaire based on the DigCompEdu framework. The questionnaire was adapted to meet the specific needs of pre-service English language teachers. The findings identified key challenges and areas where further support is needed for developing digital competence. Also, the results highlight the importance of targeted training programs and hands-on experience with innovative educational tools to develop the digital skills and confidence of future English language teachers. This study explores the readiness of pre-service English language teachers to integrate innovative digital educational tools in developing their digital competence for teaching. Accordingly, the collected data were examined using the SPSS Statistics 23.0 with descriptive and inferential statistics. Descriptive statistics (percentages and frequencies) were used to examine differences between grades and universities, while the Mann–Whitney U-test was applied to compare independent groups, as the data were not normally distributed. The 16-item scale demonstrated good reliability (α = .855). Findings revealed that while some students expressed low confidence in integrating technology into language teaching, the majority strongly agreed on the importance of digital competence for modern English teachers. No significant differences were observed between third- and fourth-year students or across institutions. To support these results, qualitative interviews with six students (three from each university) provided additional insights into the challenges and needs associated with integrating innovative digital tools. These results highlight the need to strengthen digital competence programs that provide meaningful knowledge and practical support for pre-service English language teachers, many of whom lack sufficient training and confidence in using digital tools effectively. Keywords: digital tools, digital competence, future English teachers, teacher education, digital readiness, technology integration.