How Technological Readiness Shapes Pre-Service Teachers’ Digital Material Design Competencies: A Structural Equation Modeling Approach

Abstract

Despite the growing emphasis on digital competencies in teacher education, many pre-service teachers struggle to design digital learning materials effectively. Among the influencing factors, technological readiness, defined as individuals’ tendency to adopt and embrace new technologies, has emerged as a critical but underexplored predictor. This study investigates how technological readiness impacts digital material design competencies among pre-service teachers while also exploring the roles of gender and personal computer ownership. Drawing on data from 506 education students at a Turkish university, this study employed the Technological Readiness Scale and the Digital Material Design Competencies Scale. Structural equation modeling (SEM) confirmed that technological readiness significantly predicts digital material design competencies, highlighting the centrality of affective and cognitive preparedness over demographic or access-related variables. When gender, computer ownership, and grade level were controlled, technological readiness was found to be a significant predictor (β = .63, p < .001).  These findings emphasize that fostering technological optimism and innovativeness may be more effective in enhancing digital competencies than focusing solely on access or demographic equity. The study suggests that teacher education programs should embed readiness-building interventions early in training to better equip pre-service teachers for technology-integrated classrooms.