Digital Pedagogical Competencies among Pre-Service Teachers: A Systematic Review and Meta-Synthesis of Empirical Studies (2018–2024)

Abstract

The rapid digitalization of education, accelerated by the COVID-19 pandemic, has intensified the need for pre-service teachers to develop robust digital pedagogical competencies. This systematic review synthesizes empirical research published between 2018 and 2024, examining the nature, development, and assessment of digital pedagogical competencies among pre-service teachers globally. Following PRISMA guidelines, 78 peer-reviewed studies were identified from SCOPUS, Web of Science, ERIC, and Education Source databases. The review employs thematic synthesis to analyse theoretical frameworks, competence dimensions, influencing factors, and assessment approaches. Findings reveal that the Technological Pedagogical Content Knowledge (TPACK) and European Framework for the Digital Competence of Educators (DigCompEdu) dominate the conceptual landscape, though significant variations exist in their operationalization. Five major influencing dimensions emerge: training and curriculum design, psychological factors including self-efficacy and attitudes, institutional support systems, ethical and critical digital literacy, and individual characteristics. The COVID-19 pandemic catalysed significant competence development but also exposed disparities in readiness and access. Evidence indicates that while pre-service teachers demonstrate adequate foundational digital skills, gaps persist in pedagogical integration, ethical awareness, and critical evaluation of digital resources. The review identifies methodological limitations in existing research, particularly the predominance of self-reported measures and cross-sectional designs. Recommendations emphasize integrated curriculum approaches, authentic technology-enhanced practicum experiences, and alignment with frameworks like India's National Education Policy 2020 to prepare future teachers for technology-rich classrooms.