Examining the State of Digital Competence in Microteaching Among Pre-Service Teachers of Economics

Abstract

This study aims to analyse the level of digital competence of economics pre-service teachers in the context of microteaching learning. The digital competencies examined include information and data literacy, communication and collaboration, digital content creation, security, and problem solving. The method used is quantitative descriptive with instruments in the form of questionnaires and interviews, involving 70 economic education pre-service teachers from various batches. The results indicate that most economic education pre-service teachers fall into the ‘good’ category in terms of information and data literacy, communication and collaboration, security, and problem-solving. However, the indicator for digital content creation received the lowest score, indicating the need for improved understanding of copyright, digital ethics, and technical skills in creating content. The data also reveals a weak understanding of digital security and technical skills in addressing technological issues. These findings highlight the importance of explicitly integrating digital competencies into the microteaching curriculum to support students' readiness to face the challenges of 21st-century learning.