Exploring the Relationships between Digital competence, ICT self-efficacy, Collegial collaboration, and Infrastructural support: An Explanatory Sequential Mixed-Methods Study among Culture and Arts preservice teachers

Abstract

The study explored the digital competence among Culture and Arts preservice teachers and the contributions of ICT self-efficacy, collegial collaboration, and infrastructural support using a mixed-methods, explanatory sequential design. In the quantitative phase, 53 preservice teachers completed a validated survey. A questionnaire based on the “Digital competence of educators (DigCompEdu)” was used in this research. Quantitative results showed high overall levels of digital competence, ICT self-efficacy, collegial collaboration, and infrastructural support, with no significant gender differences across variables. Furthermore, significant relationships between digital competence and ICT self-efficacy and between digital competence and collegial collaboration were found, whereas infrastructural support was not significantly correlated with digital competence. In qualitative phase, a semi structured interview was conducted with five participants from the survey sample. Thematic analysis identified self-directed learning, formal education and social support, and academic-driven digital exposure as key explanatory factors. These findings underscore the importance of fostering ICT self-efficacy and collaborative learning environment for teacher preparation programs, particularly within Culture and Arts education programs, offering evidence-based direction for strengthening preservice teachers’ digital readiness.