Assessing teacher digital competences in pre-service language teachers: Adaptation and validation of the DigCompEdu scale

Digital competence for teachers has become a critical necessity today. Although instruments exist for in-service teachers, there remains a gap in tools tailored for digital competence among pre-service teachers. This methodological study aims to adapt and validate the factor structure of a teacher digital competence instrument for pre-service teachers. Following an initial pilot study, data were collected from 448 pre-service English language teachers across two distinct samples. Exploratory factor analysis revealed a two-factor structure—Unified Pedagogic Digital Competence and Professional Engagement and Development—which together explained 52.925% of the total variance. Confirmatory factor analysis subsequently verified this structure, yielding strong model fit indices. This psychometrically sound tool contributes significantly to the field. The findings are relevant for pre-service language teachers, language teacher educators and program developers.