Digital competence of Thai EFL pre-service teachers: Perceptions, classroom integration, and influencing factors

Sasithida Saraiwang; Kusuma Pitukwong

doi:10.30935/cedtech/18869

Sasithida Saraiwang ¹, Kusuma Pitukwong ¹ ^*

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CONT ED TECHNOLOGY, Volume 18, Issue 3, Article No: ep669

https://doi.org/10.30935/cedtech/18869

Submitted: 05 September 2025, Published Online: 29 June 2026

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Abstract

Effective digital competence and technology integration have become increasingly important for English as a foreign language (EFL) pre-service teachers (PSTs); however, they often confront various challenges, especially in the practical usage of digital technology in class. The purposes of this study were to investigate the levels of perceived digital competence of Thai EFL PSTs, to explore their digital integration in actual classroom practice, and to examine the factors contributing to their digital competence. Self-assessment questionnaires administered to 32 Thai EFL PSTs revealed a marked contrast between the highest- and lowest-rated items within the personal-ethical dimension. In classroom observations, most PSTs demonstrated a developing level of digital competence. Multimedia creation was rated at the expert level, ranking highest among the observed areas of technology integration. Lastly, the findings from semi-structured interviews revealed that supportive factors influencing their digital competence were contextual enablers, technological familiarity, personal behavior, and mentorship/peer support. In contrast, challenging factors involved institutional support, personal behaviors, insufficient digital skills, inadequate ongoing training, and difficulties in student-technology interaction. These findings emphasize the importance of a supportive school ICT culture and tiered training programs for PSTs, ranging from beginner to advanced levels, to promote digitally competent, confident, and innovative PSTs who are fully prepared for the dynamic demands of modern education.

Keywords: teacher digital competence, EFL pre-service teachers, technology integration, personal-ethical competencies, personal-professional competencies

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Citation

Saraiwang, S., & Pitukwong, K. (2026). Digital competence of Thai EFL pre-service teachers: Perceptions, classroom integration, and influencing factors. Contemporary Educational Technology, 18(3), Article ep669. https://doi.org/10.30935/cedtech/18869

Saraiwang, S., and Pitukwong, K. (2026). Digital competence of Thai EFL pre-service teachers: Perceptions, classroom integration, and influencing factors. Contemporary Educational Technology, 18(3), ep669. https://doi.org/10.30935/cedtech/18869

Saraiwang S, Pitukwong K. Digital competence of Thai EFL pre-service teachers: Perceptions, classroom integration, and influencing factors. CONT ED TECHNOLOGY. 2026;18(3), ep669. https://doi.org/10.30935/cedtech/18869

Saraiwang, Sasithida, and Kusuma Pitukwong. "Digital competence of Thai EFL pre-service teachers: Perceptions, classroom integration, and influencing factors". Contemporary Educational Technology 2026 18 no. 3 (2026): ep669. https://doi.org/10.30935/cedtech/18869

Saraiwang, Sasithida et al. "Digital competence of Thai EFL pre-service teachers: Perceptions, classroom integration, and influencing factors". Contemporary Educational Technology, vol. 18, no. 3, 2026, ep669. https://doi.org/10.30935/cedtech/18869

Saraiwang S, Pitukwong K. Digital competence of Thai EFL pre-service teachers: Perceptions, classroom integration, and influencing factors. CONT ED TECHNOLOGY. 2026;18(3):ep669. https://doi.org/10.30935/cedtech/18869