Abstract

This study employed a pre-post intervention design to examine the effectiveness of a digital technology training program on self-efficacy among 60 second-year mathematics pre-service teachers at Roi Et Rajabhat University, Thailand. The intervention was designed based on the Professional Teacher of Rajabhat University Model (PTRU Model) and incorporated the Technological Pedagogical Content Knowledge (TPACK) framework. A comprehensive five-dimensional assessment instrument was used, measuring: (1) knowledge and understanding of digital technology, (2) skills in using digital technology for information retrieval and learning design, (3) application of digital technology in mathematics learning design, (4) attitudes toward using digital technology in teaching and learning, and (5) connection with PTRU Model competencies. The intervention consisted of two main components: digital technology skills enhancement focusing on generative AI applications, and competency-based learning design emphasizing practical application in mathematics education. Results demonstrated significant improvements across all dimensions, with the overall average increasing from 2.97 (moderate level) to 4.08 (high level), representing an improvement of 1.11 points. The most notable enhancement occurred in practical skills (Dimension 2), advancing from 2.55 to 3.97. All participants successfully created multiple digital learning materials, exceeding project targets. These findings validate the effectiveness of competency-based digital technology training and provide a replicable model for teacher education programs seeking to enhance pre-service teachers’ technological self-efficacy in mathematics education.

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