This study examines the impact of the Digital Leader Placement Programme (DLPP), a digital competency-based placement model, on STEM secondary level pre-service teachers’ (PSTs) digital competence and teaching experiences. Grounded in the ICT-TPACK Science Framework, digital competence is explored as a multidimensional construct encompassing pedagogical, ethical, and technical dimensions. A mixed-methods evaluative case study was conducted with two PST cohorts (N = 52), using pre/post-programme questionnaires and focus groups. Results show significant gains in planning, designing, implementing, and technical proficiency, though ethical competence improved less. Focus groups revealed themes such as disparities in school technology access, difficulty integrating digital literacy, and growing ethical awareness. The study highlights the value of low-stakes, reflective placements in developing digital competence and identifies systemic barriers, including the digital divide and inconsistent institutional support. While the DLPP shows promise for embedding digital skills in teacher education, further research is needed to assess its long-term impact and scalability. • DLPP led to gains in all ICT-TPACK Science Framework dimensions. • Reflective, low-stakes placement improved PSTs' self-reported digital competence. • Disparities in school technology access influenced lesson planning and delivery. • DLPP highlighted the need for structured digital literacy in curricula.
Young et al. (Sun,) studied this question.