Research on the Influencing Factors and Training Strategies of Digital Teaching Ability for Pre-service Teachers

Abstract

This study employs the Unified Theory of Acceptance and Use of Technology (UTAUT) to systematically investigate the mechanisms through which performance expectancy, effort expectancy, social influence, and facilitating conditions affect pre-service teachers’ digital teaching ability. Data from 519 pre-service teachers were analyzed using structural equation modeling. Key findings include: (1) all four core variables significantly and positively influence digital teaching ability (β = 0.32–0.47, p < 0.001), with performance expectancy demonstrating the highest total effect (β = 0.53); (2) teaching internship experience significantly moderates the relationship between facilitating conditions and digital behavior (Δχ² = 6.24, p = 0.013); (3) a chained mediation effect exists, with social influence indirectly affecting digital teaching ability through performance expectancy (indirect effect proportion = 38.7%). Based on the analysis results of various influencing factors, targeted strategies to help improve the digital teaching ability of normal students are proposed, including improving the curriculum system, strengthening practical teaching, and integrating cultivation resources. The aim is to provide a theoretical basis and practical guidance for improving the digital teaching ability of normal students.