The Development of an Instructional Model Integrating Transformative Learning Processes and Self-Regulation Strategies Through Online Learning Resources to Enhance Digital Competencies in Student Teachers

Abstract

This research aimed to develop and validate a learning model based on transformative learning processes integrated with self-regulated learning strategies through online learning resources to enhance the digital competence of pre-service teachers. The study employed a Research and Development (R&D) methodology, comprising four phases: (1) an assessment of the current state and needs regarding digital competence, conducted through structured interviews with 10 faculty members from teacher education institutions across five regions; (2) an analysis of relevant concepts, theories, and research to construct and evaluate the appropriateness of the proposed learning model; (3) an implementation of the model with 30 pre-service teachers, with outcomes assessed through digital competence tests, t-tests, and content analysis; and (4) a validation of the model by five experts using mean scores and standard deviation analysis.

The findings revealed that pre-service teachers lacked digital competence, particularly in areas such as self-regulation, information access, and evaluation of online resources. They also expressed the need for a learning model that reflects real-life applications. The developed model consists of six key stages: initial assessment, challenge identification, self-directed learning, plan adjustment, result presentation, and post-learning evaluation. The implementation of the model significantly improved the participants’ digital competence at the .05 level of statistical significance, covering knowledge, skills, and effective use of technology. Additionally, the model received high satisfaction ratings and was evaluated as highly appropriate overall, demonstrating its potential as an effective and sustainable approach to fostering digital competence among pre-service teachers.