INTEGRATING DIGITAL LITERACY AND ADAPTIVE PEDAGOGIES IN PRE-SERVICE TEACHER EDUCATION: A MIXED-METHODS STUDY OF 21ST-CENTURY TEACHING COMPETENCIES

This mixed-methods study explores the integration of digital literacy and adaptive pedagogies in pre-service teacher education, addressing the gap between teacher preparation and modern classroom demands. Using a quasi-experimental design with 120 pre-service teachers, the study finds that an integrated curriculum significantly improves self-efficacy (p=0.001, d=1.5), digital literacy skills (p=0.002, d=1.8), and adaptive pedagogy competency (p=0.001, d=1.6). Data were gathered through validated Likert-scale questionnaires, competency assessments, semi-structured interviews, and a longitudinal attitude survey (reliability coefficient: 0.81). Analysis using descriptive statistics and ANCOVA reveals that while digital literacy training is included in most teacher education programs (85%), fewer emphasize adaptive pedagogy (70%) and practical classroom integration (65%), despite these being rated as highly effective by educators. The study highlights the need for teacher education programs to systematically incorporate technological and adaptive pedagogical frameworks. It emphasizes experiential learning opportunities as key to preparing future educators for diverse, technology-rich classrooms