Digital Competence in Initial (Preschool) Teacher Education

Marina Diković, Monika Terlević

Abstract


Education is currently undergoing a digital transformation at all levels. Future preschool teachers should be subjected to teaching methods that enhance their digital literacy, which indicates the importance for university teachers to increasingly incorporate ICT into the curricula. Therefore, the aim of this research was to analyse the presence of digital competence in the Croatian initial preschool teacher education studies’ course syllabi. A qualitative content analysis of a total of 964 course syllabi was carried out, following the model of Sillat et al. (2017). The implementation of digital literacy was examined in terms of required competencies, course objectives, course content, learning outcomes, teaching forms, course requirements, assessment and recommended bibliography. The results show that digital competence plays a role in the total of 204 course syllabi – digital competence is implemented in 130 course syllabi at the undergraduate level and 74 course syllabi at the graduate level. Digital competence is most pronounced in the learning outcomes (N = 210). The contribution of this research can be perceived in upgrading the scientific theory on the implementation of ICT in the initial preschool teachers’ education. This can be the basis for providing the guidelines for improving the quality of the teaching process and strengthening digital competence of initial preschool teachers’ university programmes to generate new knowledge, skills and attitudes about the usage of digital tools as a complement to collaborative learning methods.

Keywords


curricula; digital competence; early childhood education and care; future preschool teachers; higher education

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References


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DOI: https://doi.org/10.51558/2490-3647.2025.10.1.481

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