Microlearning in Teacher Education: Effects on Pre-service Teachers’ Digital Self-efficacy and Digital Competence

Abstract

The rapid digital transformation of education has increased demands on teachers’ digital competences and their ability to meaningfully integrate digital technologies into teaching practice. Developing these competences in pre-service teachers therefore represents a key challenge for contemporary teacher education. Microlearning has emerged as a promising instructional approach that enables flexible, targeted and time-efficient development of digital skills through short, focused learning units. However, empirical evidence regarding the impact of microlearning on the development of digital competences among future teachers remains limited. This study therefore examines the effects of a microlearning course on pre-service teachers’ perceived self-efficacy in using digital technologies for teaching. The study employed a quantitative pre-post research design conducted over four academic years (2021–2025). Data were collected through an online questionnaire administered before and after completion of a microlearning course designed to support the development of selected digital skills relevant to teaching practice. The analysis included responses from 1,437 students in the pre-survey and 871 students in the post-survey. The questionnaire measured students’ perceived competence across multiple domains of digital skills, including activities such as creating presentations, designing interactive worksheets, editing video materials and preparing electronic tests. The collected data were analysed using descriptive and inferential statistical methods to evaluate changes in perceived competence and examine differences across selected demographic variables. The findings demonstrate statistically significant improvements across all examined domains of digital skills following completion of the microlearning course. The most pronounced improvements were observed in areas that students initially perceived as the most challenging, particularly in creating interactive worksheets, editing video content and designing electronic tests. The results also indicate a partial reduction in differences between student groups defined by factors such as gender, age and mode of study, suggesting a homogenising effect of the microlearning intervention on students’ perceived digital competence. Overall, the study shows that microlearning can effectively support future teachers’ digital competences and strengthen their confidence in using digital technologies for teaching.