A Systemic Measurement Framework of Digital Literacy for Pre-Service Teachers: Development, Validation, and Implications for Sustainable Digital Transformation in Southwest China

Digital literacy (DL) is a cornerstone of sustainable digital transformation in education, yet its systemic cultivation among pre-service teachers in resource-constrained regions remains critically under-theorized. This study develops and validates a contextualized DL measurement framework grounded in the “triple identity” of pre-service teachers as citizens, learners, and future educators. Employing a multiphase mixed-methods design, this systemic framework was refined via Delphi consultation and rigorously validated through exploratory (n = 287) and confirmatory factor analyses (n = 1462) across 24 universities in Southwest China. The newly validated framework, comprising five core dimensions and 41 specific indicators, demonstrates robust psychometric properties and systemic structural validity. Findings reveal a moderately high overall DL (M = 3.44) but highlight a significant “skills-awareness” gap, where operational proficiency exceeds conceptual cognition, particularly in comparison with findings reported in other Chinese regions. Hierarchical regression indicated that structural variables added substantial explanatory power beyond individual demographic characteristics, with institution type emerging as the strongest predictor and urban-rural background making an additional significant contribution. These results underscore the paradox between DL’s inherent malleability and the rigid constraints of structural inequality. The study offers a validated measurement tool and an evidence-informed roadmap for policy interventions aimed at bridging the digital divide in underdeveloped teacher education systems, advocating for a shift from technical training toward systemic equity.