Mirza Shahzan Asagar and Syed Khurram Shahabuddin
Jamia Millia Islamia, Delhi
Vipin Patel
Dr. BR. Ambedkar University, Delhi
Pages: 128-143
The transformation of education in the digital era has increased the importance of
developing digital competence in pre-service teachers. This thematic review synthesises
recent empirical and theoretical research (2012–2025) to examine the psychological
and behavioural aspects of digital competence, drawing on Bandura’s self-efficacy theory,
the Technological Pedagogical Content Knowledge (TPACK) framework, and the Digital
Competence Framework for Educators (DigCompEdu). This study used articles that
were published in Scopus, Web of Science, PsycINFO, ERIC, and Google Scholar.
The analysis showed that digital self-efficacy is a key predictor of technology adoption,
pedagogical innovation, and adaptability. Effective competence development requires
integrated curriculum approaches, supportive mentorship, and authentic practice.
Barriers include technostress, resistance to change, and infrastructural disparities—
especially in the Indian context. The synthesis emphasises the need for policy measures
that incorporate assessed digital pedagogy into teacher education, reduce access
inequalities, and extend professional development beyond initial training. The review
concludes that digital competence is not just a technical skill but a multidimensional
construct that combines skills, confidence, and reflective practice, which are essential
for effective teaching in technology-mediated environments.