Exploring digital competence among Vietnamese EFL preservice teachers: the role of ICT self-efficacy, collegial collaboration, and infrastructural support.

This study investigated factors influencing digital competence among Vietnamese preservice EFL teachers, focusing on ICT self-efficacy, collegial collaboration, and infrastructural support. Employing a quantitative research design, data were collected from 183 final-year EFL preservice teachers across various Vietnamese universities using validated scales. Structural equation modeling was utilized to examine the relationships between variables. Results validated a four-factor model comprising digital competence, ICT self-efficacy, collegial collaboration, and infrastructural support. ICT self-efficacy emerged as a strong predictor of digital competence (β = 0.43, p <.001), collegial collaboration (β = 0.81, p <.001), and infrastructural support (β = 0.57, p <.001). Collegial collaboration (β = 0.43, p <.001) and infrastructural support (β = 0.09, p <.05) also positively related to digital competence. The model explained 78% of the variance in digital competence. These findings underscore the importance of fostering ICT self-efficacy and collaborative learning environments in EFL teacher preparation programs, contributing to the development of evidence-based strategies for enhancing digital competence in preservice teacher education. [ABSTRACT FROM AUTHOR]