Lived Experiences of Pre-Service Teachers in Developing Digital Competence Through an Instructional Training E-Package: A Qualitative Exploratory Study

Abstract

The growing demand for technology integrated instruction has increased the need for pre-service teachers to develop meaningful digital competence during teacher preparation. This study explored the lived experiences of pre-service teachers in developing digital competence through an instructional training e-package. Specifically, it examined participants’ perceptions of the training experience, their perceived competence development, and the contextual factors that shaped their learning process. The study employed a qualitative exploratory approach informed by phenomenological orientation to understand how participants interpreted and experienced digital learning within teacher education. Six pre-service teachers were purposively selected through maximum variation sampling. Data were gathered through semi structured interviews following the completion of the instructional training e-package. Interview transcripts were analyzed using Braun and Clarke’s reflexive thematic analysis. Findings revealed that participants viewed the training as professionally relevant and meaningful in preparing them for technology integrated teaching. Hands-on learning activities, guided practice, and collaborative engagement contributed to increased confidence and instructional readiness in using digital tools for teaching and learning. Participants also identified contextual challenges, including unstable internet connectivity, limited access to devices, and time-related pressures. The findings provide qualitative insight into how experiential and practice-based digital learning experiences shape pre-service teachers’ perceptions of digital competence development. The study may contribute to the enhancement of technology integrated teacher education initiatives and context responsive digital training programs.