Pre-service Teachers' Digital Competence: A Systematic Review of Factors, Frameworks, and Global Patterns

The rapid digital transformation of global education systems has made enhancing the digital competence of pre-service teachers a fundamental objective of teacher education reform in many countries. This study employs the PRISMA protocol systematically review 28 empirical research articles published between 2021 and 2025. The literature was retrieved from three databases (Scopus, Web of Science, and ERIC), encompassing both developed and developing nations. This review aims to identify (1) the factors that affect pre-service teachers’ digital competence, (2) similarities and differences in the digital competence of pre-service teachers in different national contexts, and (3) the frameworks and instruments used in the selected articles. The findings reveal five major influencing dimensions: (1) training and curriculum practice support, (2) psychological and environmental support, (3) policy systems and resource environments, (4) legal ethics and digital literacy, and (5) individual characteristics. Although pre-service teachers in many countries often possess fundamental digital competencies, significant disparities are observed in ethical awareness, pedagogical integration, and critical thinking. DigCompEdu, TPACK, and several other frameworks are commonly employed for evaluation, each offering context-specific benefits. This study consolidates essential trends and regional variations in global research, identifies deficiencies in cross-cultural adaptability and the advancement of advanced digital competence, and offers valuable recommendations for enhancing teacher training programs and informing policy decisions.