The Construction of a Theoretical Model and Practical Pathways for Cultivating Digital Literacy in Pre-Service Teachers

Educational digitalization has become a major global trend in educational transformation. Cultivating pre-service teachers’ digital literacy is not only a core issue in teacher professional development but also an urgent demand for advancing educational digitalization. This study employs a systematic literature review to clarify the practical challenges in developing pre-service teachers’ digital literacy. By integrating the TOE (Technology-Organization-Environment) framework and the TAM (Technology Acceptance Model), it proposes a dynamic closed-loop model of pre-service teachers’ digital literacy cultivation, structured as “external support – internal transformation – literacy generation”. Using the “Future Teacher Digital Literacy Enhancement Project in the Three Northeastern Provinces and One Region of China” as a case, the study demonstrates a systematic path, comprising “standard formulation – intelligent environment construction – curriculum reconstruction – practical empowerment”. That provides replicable strategies for addressing the challenges in cultivating pre-service teachers’ digital literacy. The findings offer both a novel theoretical perspective for research on teacher digital literacy and a scalable practical paradigm for the digital transformation of teacher education.