The digital transformation of education has driven a comprehensive change in the educational ecosystem and it is of great significance for cultivating pre-service teachers with digital literacy. However, the development of digital literacy among pre-service teachers still faces challenges, including an incomplete theoretical system, insufficient practical application, and limited evaluation methods. Based on the needs of pre-service teachers to adapt to digital transformation, and drawing on industry standards and the connotations of digital literacy, this study constructs a digital literacy framework for pre-service teachers comprising five primary dimensions—digital awareness, digital technology knowledge and skills, digital technology-supported teaching, digital technology-supported learning, and digital social responsibility, and 14 secondary dimensions. Quantitative survey results indicate that while reinforcing existing strengths, attention should be focused on enhancing digital technology knowledge and skills and their application in teaching. Significant differences are observed across gender, grade level, and family location in various dimensions. The study proposes improvement strategies at three levels—schools and relevant authorities, teachers, and pre-service teachers themselves—to comprehensively promote the development of digital literacy among pre-service teachers, thereby supporting the digital transformation of education and high-quality educational development.
Key words
intelligent digitalization context /
pre-service teachers /
framework of digital literacy /
development path
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Funding
国家自然科学基金项目“基于多模态人机交互的协作式知识生成与演化机制研究”,项目编号：62207009; 河南省高等教育教学改革研究与实践项目重大项目“数字化转型赋能高等学校教学评价体系创新与实践”,项目编号：2024SJGLX0026; 河南省教师教育课程改革研究项目“批判性思维教育融入师范生培养的内在逻辑和实践路径研究”,项目编号：2025-JSJYZD-034; 河南省科技厅软科学项目“人机协同视域下批判性思维进阶模型构建与应用研究”,项目编号：252400410029
