Primary School Teacher Educators’ Digital Competence: Perceived Confidence and Continuing Needs for 21st-Century Teaching

Background/purpose. As digital technologies transform education, primary school teacher educators (PSTEs) play a proactive role in preparing pre-service teachers. However, research on PSTEs’ digital skills in the Vietnamese context is limited, with few studies providing a structured framework for digital competence. This study aims to explore PSTEs’ perceived confidence in their digital skills and identify their continuing needs.

Materials/methods. The study adopted an explanatory mixed-methods design. Document analysis was initially conducted to develop a framework for digital competence. 129 PSTEs with over 10 years of teaching from three main regions in Vietnam were purposely selected to fill in a questionnaire assessing their perceived confidence in six competence domains. Twelve participants from different demographic backgrounds participated in semi-structured interviews to voice their needs for digital competence development.

Results. Findings indicate that PSTEs report fairly high levels of confidence across different areas of digital competence. PSTEs have highest confidence in digital communication and literacy, but lower confidence in solving technical issues and applying AI. They expressed concerns about maintaining professional image, ensuring digital safety and credibility, and achieving equity in technology use, influenced by regional features, gendered assumptions, and generational gaps.

Conclusion. The study concludes that PSTEs in Vietnam need context-sensitive training to develop and appropriately apply specific digital skills. Integrating self-efficacy-based strategies like peer collaboration, hands-on learning, emotional support, societal backing, and addressing technology misconceptions can enhance their confidence and competence in preparing future educators for the digital era.

Keywords: Primary school, teacher educator, digital competence, confidence, needs

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