This study investigates the instructional conditions, challenges, and essential needs for developing a Digital Learning Ecosystem (DLE) to enhance Mathematical Resilience (MR) among pre-service mathematics teachers in Northeastern Thailand. Grounded in the GVSS framework were Growth Mindset, Value, Struggle, and Support. This research employs a quantitative survey design with data collected from 372 pre-service teachers and 83 teacher educators across 17 teacher education programs. The findings reveal significant gaps between current and desired instructional practices, particularly in the dimensions of Struggle and Support. Key obstacles include the overuse of lecture-based instruction, limited integration of digital tools, and insufficient emotional and social support. Moreover, comparative analysis highlights perceptual differences between instructors and students, with pre-service teachers expressing greater needs across all MR dimensions. The study underscores the transformative potential of DLEs in fostering emotionally supportive, cognitively challenging, and adaptive learning environments. The findings provide critical insights for designing future instructional models that leverage digital technologies to promote mathematical resilience in teacher education.
Chananil et al. (Thu,) studied this question.