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This research examines the relationship between pedagogical beliefs and digital competence in pre-service teachers within a STEAM framework.

February 9, 2026SustainabilityOpen Access

Social Sustainability of the Teaching Profession: Pedagogical Beliefs and Pre-Service Teachers’ Digital Competence in STEAM

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Finds that pedagogical beliefs enhance digital competence in pre-service teachers, suggesting new curriculum priorities.

This research examines the relationship between pedagogical beliefs and digital competence in pre-service teachers within a STEAM framework.
Conducted an explanatory sequential mixed-methods design
Analyzed data from 200 Child Development students
Performed in-depth semi-structured interviews with 15 students exhibiting high technological enthusiasm but low competence
Utilized hierarchical regression analysis to identify predictors of competence
General attitudes toward digital storytelling did not significantly predict competence (p > 0.05)
Pedagogical beliefs related to children's literature in mathematics were a strong predictor of digital proficiency (β = 0.35, p < 0.001)
Qualitative findings highlighted that students overcame technical barriers through storytelling to understand mathematical concepts

Merve Şahin (2026) studied this question.

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