Pre-service physical science teachers self-efficacy for sustainable digital pedagogy: Evidence from teaching practice after emergency blended learning

Teacher self-efficacy is a critical component of sustainable teacher preparation, shaping confidence in planning, instruction, and reflective practice. During the COVID-19 period, a local university implemented blended teaching and learning under rapid digital transition conditions, creating a context for professional learning in digitally mediated environments. Through a concurrent mixed methods approach, this study sought to establish the self-efficacy of conveniently sampled physical science pre-service teachers (n = 16) during teaching practice post-blended learning experience. Data were collected using a questionnaire followed by interviews. Quantitative data were analysed to establish overall strength of sources contributing to perceived self-efficacy of participants. Sources’ contribution strengths were recorded as above average for own experiences and vicarious experiences, average for verbal persuasion, and below average for emotional arousal. Content analysis was used on qualitative data responses to unveil explanations associated with the contribution strengths of sources of perceived self-efficacy. The findings indicate that blended learning can support pre-service teachers’ self-efficacy development and help make teaching practice more manageable despite reported challenges. The study discusses implications for strengthening sustainable digital transition in science teacher education through structured practice opportunities, modelling, feedback, and supportive conditions that enable resilient professional learning. The study recommends that teacher training institutions need to strengthen PSTs’ self-efficacy by prioritizing real classroom exposure through direct teaching, school visits, and practical lesson planning. They are encouraged to integrate online audio-visual resources and blended learning approaches to extend PSTs’ understanding of authentic classroom dynamics. Future research across diverse contexts could examine how planned blended learning influences PSTs’ professional preparation.