PROJECT-BASED LEARNING AND THE DEVELOPMENT OF EFL PRE-SERVICE TEACHERS’ DIGITAL COMPETENCE IN AN ISLAMIC UNIVERSITY

Abstract

Purpose – Teachers’ digital competence plays an important role in technology-enhanced learning. This study explores how Project-Based Learning (PjBL) develops digital competence among EFL pre-service teachers of an Islamic university and examines their perceptions.  

Methodology – This qualitative case study involved 80 EFL pre-service teachers at an Islamic state university in East Java Province, Indonesia. Data was collected through observations of three microteaching sessions, document analysis, and semi-structured interviews. The data were analyzed using Yin's (2011) five-phase analytic cycle, focusing on compiling, disassembling, reassembling, interpreting, and concluding.  

Findings – PjBL fosters pre-service teachers’ digital competence by enabling them to design, implement, and evaluate technology-enhanced learning in authentic teaching contexts. It also develops technical digital skills, pedagogical decision-making, reflective practice, collaboration, and higher-order thinking skills. The pre-service teachers perceived the PjBL approach as increasing their confidence, motivation, and professional identity as future teachers.

Novelty – While previous studies focused on general higher education contexts, this study contributes to the growing body of research on digital competence by applying the DigCompEdu framework to examine how Project-Based Learning supports pre-service teachers’ competence development in Islamic higher education. It highlights how PjBL fosters the development of key DigCompEdu dimensions.  

Significance – The findings provide practical insights for teacher education programs in designing technology-integrated learning and provide insights for improving technology integration strategies in culturally and faith-based higher education contexts.