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Abstract This study is significant as it seeks to establish the connection between the digital literacy levels of pre-service teachers and their teacher identities while also examining the mediating role of mobile learning in this relationship. Additionally, it explores the impact of pre-service teachers’ digital literacy and learning motivations on their professional success. This study’s findings can potentially transform the way we prepare pre-service teachers, emphasizing the critical role of digital literacy and mobile learning in their professional growth. The research was conducted meticulously using relational scanning, a method that allows for exploring relationships between variables, and Process macro analysis, a statistical technique for examining complex relationships. Data were collected using the Mobile Learning Motivation Scale (MLMS), Early Teacher Identity Scale (ETIM), and Digital Literacy Scale (DLS). Three hundred forty-four pre-service teachers participated in the study, ensuring a robust dataset. The study revealed several key findings. Firstly, a positive correlation exists between pre-service teachers’ digital literacy levels, teacher identities, and mobile learning. Secondly, an increase in digital literacy levels positively impacted teacher identity. Thirdly, mobile learning was identified as a mediator in the relationship between digital literacy and teacher identity. These findings underscore the potential of mobile learning to enhance the development of teacher identity and digital literacy, highlighting the importance of incorporating these skills into the pre-professional training of teachers.
Bülbül et al. (Mon,) studied this question.