Nigerian preservice computer science teachers’ digital competence in the era of digital education

Digital competence is fast becoming an attribute teachers must possess regardless of their disciplines. This is because digital technologies in education are pervasive and only teachers who are competent in digital skills can integrate them into education. This study investigated 372 Nigerian senior preservice computer science teachers' digital competence, through a research philosophy of positivism within the blueprint of quantitative approach of a cross-sectional survey model. Two research questions were stated and answered in the study. Results showed that preservice computer science teachers had high level of digital competence (Mean=120.30, Std Dev.=14.97, score range: 72.00-146.00, and 95%CI= 118.77–121.82). In addition, gender had no evidentiary influence on preservice computer science teachers’ digital competence (t370 = 0.36, p=0.72) and even at the sub-scale of problem-solving (t370 = 0.73, p=0.46), safety and security (t370 = 0.23, p=0.82), digital content creation (t370 = 0.16, p=0.87), communication and collaboration (t370 = 0.35, p=0.72), and information and data literacy (t370 = 0.31, p=0.76). The study highlights the need for all-inclusive policy reforms, infrastructural upgrades, and professional development programmes to deepen the digital competence of Nigerian preservice computer science teachers. Implications for educational policy, curriculum design, and teacher education, are expatiated