Improving the Digital Competence of Pre-service Teachers Through TPACK and Artificial Intelligence Workshops: A Mixed Methods Study at St. James Catholic College, Merauke, South Papua

The development of digital technology requires the adaptation of education systems, particularly in preparing pre-service teachers who are competent in integrating learning technology. This study analyzes the improvement of pre-service teachers' digital competence through Technological Pedagogical and Content Knowledge (TPACK) and artificial intelligence (AI) workshops at the St. James Catholic College of Merauke, South Papua. Using a mixed methods approach, the study involved 100 pre-service teacher students from the second to eighth semesters through triangulation of methods: in-depth interviews, participatory observation, and documentation study. The workshop lasted for three months with six sessions that integrated conceptual foundations, contextualization of religious values, practical training, and spiritual reflection. The results showed a significant increase in digital competence with an average of 20.5% (from 54.2% to 74.7%) and an effect size of 0.76. The highest increase occurred in understanding TPACK pedagogy (78.6%) and AI capabilities for personalizing learning (78.6%). The research produced the Digital-Spiritual Integration Model for Teacher Education (DSI-MTE), which integrates technology with spiritual values in five layers: foundation, integration, application, reflection, and sustainability. The workshop proved effective in overcoming the initial resistance of 35% of students to the integration of technology and spirituality and produced 72 high-quality learning media products. The findings provide a theoretical contribution to the development of contextual and practical digital competencies for the implementation of learning technology in religious higher education institutions with similar characteristics, especially in regions with limited technological infrastructure.