This study aims to describe the profile of pre-service mathematics teachers regarding their mathematical proficiency, English language competence, and mathematical literacy in the context of technology-driven education. As digital learning resources increasingly demand the integration of content knowledge, language skills, and higher-order thinking, this study investigates the extent to which these future educators are prepared. Using a mixed-methods approach involving diagnostic tests, literacy tasks, and interviews, the results show that students exhibit moderate mastery in mathematics and basic English but struggle with applying concepts in real-life problem-solving situations—an indicator of low mathematical literacy. The study calls for curriculum redesign that bridges content, language, and technology to better equip future teachers.
Agnes Teresa Panjaitan (Mon,) studied this question.