Abstract

This paper aims to develop and validate a digital competence framework for pre-service teachers at Hanoi National University of Education in the context of educational digital transformation. The proposed framework comprises six competence domains: operating devices and software, information and data literacy, communication and collaboration, digital content creation, digital safety, and problem solving. A mixed- methods approach was employed, integrating a literature review, expert consultation, and a large-scale quantitative survey. The study surveyed 875 students using a five-point Likert-scale questionnaire consisting of 58 observed variables across the six competence domains. The findings indicate high internal consistency of the scale (Cronbach’s Alpha = 0.88) and its suitability for factor analysis (KMO = 0.967; Bartlett’s Test Sig. = 0.000). Exploratory Factor Analysis (EFA) confirmed a stable six-factor structure, providing an empirical basis for integrating the framework into learning outcomes and improving the quality of teacher education in the digital era, with a view toward AI-integrated digital competence.

Keywords: Competence, development, digital competence, digital competence framework, students, teacher education, validation.