Digital Transformation in EFL Teacher Education: Examining the Role of Technology-Enhanced Learning in Developing Professional Competencies among Pre-Service Teachers in Higher Education

Abstract

The digital transformation of higher education has fundamentally reshaped teaching and learning practices worldwide, creating new demands for the preparation of future teachers. As educational institutions increasingly integrate digital technologies into pedagogical processes, teacher education programs are expected to equip pre-service teachers with digital competencies, autonomous learning skills, and professional adaptability required in contemporary educational environments. This study investigates the role of technology-enhanced learning in developing professional competencies among pre-service English as a Foreign Language (EFL) teachers at Termiz State University, Uzbekistan.

A mixed-methods research design was employed involving 80 undergraduate students divided into experimental and control groups. The experimental group participated in a four-month intervention utilizing Moodle and Google Classroom as technology-enhanced learning platforms, while the control group received conventional instruction. Data were collected through pre-tests, post-tests, questionnaires, classroom observations, and semi-structured interviews. Quantitative data were analyzed using descriptive and inferential statistical techniques, while qualitative data were examined through thematic analysis.

The findings indicate that technology-enhanced learning significantly improved students’ reading competence, digital literacy, learner autonomy, collaborative engagement, and professional readiness. Beyond language learning outcomes, the study demonstrates that digital learning environments support the development of transferable competencies essential for contemporary teacher education and higher education modernization. Participants reported positive attitudes toward digital learning and perceived technology as an effective tool for academic and professional development.

The study contributes to ongoing discussions on digital transformation in higher education by providing empirical evidence from an emerging educational context. The findings offer implications for teacher education curriculum design, institutional digitalization strategies, and educational policy development aimed at preparing future educators for technology-rich learning environments.