This study aimed to examine how factors like teaching preparation, digital learning facilities, and the quality of systems and information used in teaching affect teachers' digital competence and professional development. It also explored how these factors affect student learning outcomes of those enrolled in the teacher professional education program (PPG). The research used a quantitative approach, gathering data through questionnaires from 500 students. The data were analyzed using Structural Equation Modeling-Partial Least Square (SEM-PLS) with the SmartPLS 3.0 software. The findings show that teachers' digital competence is significantly impacted by teaching preparation, system quality, digital facilities, and information quality in digital applications. Furthermore, teaching preparation and digital learning facilities positively affect teacher professional development, while system quality and information quality do not significantly impact it. Last, teachers' digital skills strongly influence both their professional development and student learning outcomes, and professional development in turn significantly affects student learning outcomes.
Suyitno et al. (Wed,) studied this question.