In the Introduction (see Chap. 1) of the thesis, we posed six questions, namely (1) How are the terms “digital resources” and “digital technology” defined in education? (2) How are “competence” and “digital competence” defined in teacher education? (3) What should an assessment of digital competence look like, and which digital resources should it include? (4) What assessment instruments currently exist for evaluating the digital competence of pre-service teachers? (5) What digital competence and self-efficacy levels do pre-service mathematics teachers possess? (6) Lastly, why is the competence facet of “selecting digital learning materials (dLMs)” particularly relevant for pre-service (mathematics) teachers?