Factors Influencing Pre-Service Natural Science Teachers’ Competence in Using Digital Learning Resources: The Mediating Role of Personal Readiness

Gai Thi Tran; Hang Diem Thi Nguyen; Dung Van Ha; Truong Nhat Van Ho

doi:10.52296/vje.2026.925

Authors

Gai Thi Tran Vinh University, Nghe An, Vietnam
Hang Diem Thi Nguyen Vinh University, Nghe An, Vietnam
Dung Van Ha Hanoi Metropolitan University, Hanoi, Vietnam
Truong Nhat Van Ho Master’s Student (Cohort 31), Vinh University, Nghe An, Vietnam

DOI:

https://doi.org/10.52296/vje.2026.925

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Tran, G. T., Nguyen, H. D. T., Ha, D. V., & Ho, T. N. V. (2026). Factors Influencing Pre-Service Natural Science Teachers’ Competence in Using Digital Learning Resources: The Mediating Role of Personal Readiness. Vietnam Journal of Education, 10(4). https://doi.org/10.52296/vje.2026.925

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Abstract

This study examines factors associated with pre-service Natural Science teachers’ competence in using digital learning resources (DLRC) and tests the mediating role of personal readiness. A cross-sectional survey of 330 pre-service teachers was analyzed using partial least squares structural equation modeling. Pedagogical support showed the strongest direct relationship with DLRC (β = 0.384, p < 0.001), followed by personal readiness (β = 0.308, p < 0.001) and technological support (β = 0.231, p < 0.001). Pedagogical support, technological support, and the digital environment and policies were positively associated with personal readiness. Significant indirect effects through readiness were observed for pedagogical support (β = 0.102), technological support (β = 0.097), and the digital environment and policies (β = 0.057). The model explained 33.6% of the variance in personal readiness and 49.6% in DLRC. The findings identified DLRC as a resource-focused component of professional digital competence and suggest that pedagogical design, accessible technology, institutional conditions, and teacher students’ readiness should be developed in coordination.

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References

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