Curriculum Literacy in the Digital Age: Enhancing Pre-Service Teachers' Competence through Digital Literacy

Abstract

Curriculum literacy is a core professional competence that enables pre-service teachers to interpret curricula accurately and translate curricular objectives into effective instructional practices. In digitally mediated learning environments, this competence may also support the purposeful use of digital technologies. This study examined the mediating role of digital literacy in the relationship between pre-service teachers’ curriculum literacy and their competence in designing instruction in digital environments. Using a relational survey design, data were collected from 314 fourth-year pre-service teachers enrolled at two state universities in Türkiye. The Curriculum Literacy Scale, Digital Literacy Scale, and Competence Scale for Designing Instruction in Digital Environments were used as data collection instruments. Structural equation modelling was conducted using the robust maximum likelihood estimator, and indirect effects were tested through bootstrapping with 2,000 samples. The findings showed that curriculum literacy significantly predicted competence in designing instruction in digital environments and digital literacy. Digital literacy also significantly mediated the relationship between curriculum literacy and digital instructional design competence (β = .261, 95% CI [.188, .355]). Gender and GPA did not significantly predict digital instructional design competence. Overall, the findings indicate that curriculum literacy contributes to pre-service teachers’ competence in designing digitally supported instruction both directly and indirectly through digital literacy. Teacher education programmes should therefore integrate curriculum literacy and digital literacy in a coordinated manner to strengthen pre-service teachers’ capacity to design curriculum-aligned digital learning environments.