Abstract

In the context of digital transformation in education, developing digital technology application competence among students majoring in Early Childhood Education is an essential requirement for improving the quality of teacher preparation. This article examines the theoretical foundations of digital technology application competence in early childhood teacher education and reviews international experiences from countries with advanced early childhood education systems, including Finland, Australia, Canada, South Korea, and Singapore. Using document analysis, synthesis, and cross-national comparison, the study highlights key approaches to developing competency standards and integrating digital technologies into teacher education curricula. Based on these findings, the article proposes lessons learned and practical suggestions to support the development of digital technology application competence for Early Childhood Education students in Vietnam in the current period.

Keywords: Digital technology application competence, Early Childhood Education, international experience, teacher education. Email: yenpt@gmail.com