Akademik Veri Yönetim Sistemi
International Journal of Current Educational Studies, cilt.4, sa.1, ss.77-94, 2025 (Hakemli Dergi)
Despite the growing emphasis on digital competencies in teacher education, many pre-
service teachers struggle to design digital learning materials effectively. Among the
influencing factors, technological readiness, defined as individuals’ tendency to adopt and
embrace new technologies, has emerged as a critical but underexplored predictor. This
study investigates how technological readiness impacts digital material design
competencies among pre-service teachers while also exploring the roles of gender and
personal computer ownership. Drawing on data from 506 education students at a Turkish
university, this study employed the Technological Readiness Scale and the Digital
Material Design Competencies Scale. Structural equation modeling (SEM) confirmed that
technological readiness significantly predicts digital material design competencies,
highlighting the centrality of affective and cognitive preparedness over demographic or
access-related variables. When gender, computer ownership, and grade level were
controlled, technological readiness was found to be a significant predictor (β = .63, p <
.001). These findings emphasize that fostering technological optimism and
innovativeness may be more effective in enhancing digital competencies than focusing
solely on access or demographic equity. The study suggests that teacher education
programs should embed readiness-building interventions early in training to better equip
pre-service teachers for technology-integrated classrooms.