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<p>This study evaluates the effectiveness of a higher education initial teacher education (ITE) programme in preparing primary school preservice teachers (PSTs) to integrate information, communication, digital, and robotics technologies (ICDRTs) into classroom teaching. While situated in an ITE programme, the methodology, based on a Rasch-calibrated self-audit, offers an actionable approach to evaluating PSTs’ digital confidence and learning needs across higher education disciplines. Using a Rasch-validated 77-item self-audit instrument, responses from 490 final-year PSTs were analysed to identify curriculum gaps and assess the programme’s capacity to develop digital pedagogical readiness. Regression analysis examined associations between readiness and socio-demographic variables (sex, age group, and qualification) to explore equity-related differences. Age and sex were associated with digital readiness. Mature-age PSTs showed higher readiness in workplace-associated tools, while school-leavers were more confident in classroom applications. The association among sex and readiness varied across digital readiness indices. The findings also revealed consistent shortfalls in ICDRT readiness related to spreadsheets, robotics, and commonly used classroom technologies, aligning with broader concerns about digital capability in initial teacher preparation. These results offer actionable evidence for curriculum redesign and institutional evaluation within higher education and demonstrate the value of structured student self-audits as institutional evaluation tools. The study contributes to equity-focused, data-driven approaches to programme improvement in higher education.&#xa0;</p>

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Mapping digital confidence in initial teacher education: a Rasch-based self-audit tool for curriculum improvement

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月14日

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  • Michael D Carey,
  • David A Martin,
  • Natalie McMaster,
  • Kate Williams,
  • Natalie Kidd

摘要

This study evaluates the effectiveness of a higher education initial teacher education (ITE) programme in preparing primary school preservice teachers (PSTs) to integrate information, communication, digital, and robotics technologies (ICDRTs) into classroom teaching. While situated in an ITE programme, the methodology, based on a Rasch-calibrated self-audit, offers an actionable approach to evaluating PSTs’ digital confidence and learning needs across higher education disciplines. Using a Rasch-validated 77-item self-audit instrument, responses from 490 final-year PSTs were analysed to identify curriculum gaps and assess the programme’s capacity to develop digital pedagogical readiness. Regression analysis examined associations between readiness and socio-demographic variables (sex, age group, and qualification) to explore equity-related differences. Age and sex were associated with digital readiness. Mature-age PSTs showed higher readiness in workplace-associated tools, while school-leavers were more confident in classroom applications. The association among sex and readiness varied across digital readiness indices. The findings also revealed consistent shortfalls in ICDRT readiness related to spreadsheets, robotics, and commonly used classroom technologies, aligning with broader concerns about digital capability in initial teacher preparation. These results offer actionable evidence for curriculum redesign and institutional evaluation within higher education and demonstrate the value of structured student self-audits as institutional evaluation tools. The study contributes to equity-focused, data-driven approaches to programme improvement in higher education.