The relationship between pre-service teachers' digital literacy self-efficacy and their anxiety toward the use of educational technologies

Digital literacy is one of the fundamental skills that enables the effective and efficient use of educational technologies. Digital literacy self-efficacy encompasses individuals' perceived levels of adequacy in accessing information, producing and sharing information through digital technologies, as well as their beliefs and competence perceptions regarding ethical and critical behaviors during these processes. The purpose of this study is to examine the relationship between pre-service teachers' digital literacy self-efficacy and their anxiety related to the use of educational technologies. This study was conducted using the correlational survey model, one of the quantitative research methods. Convenience sampling was employed in selecting the sample. The population of the study consists of pre-service teachers studying at faculties of education of public universities established after 2006. The sample comprises 845 pre-service teachers (616 female, 229 male) studying at the Faculty of Education at Yozgat Bozok University during the 2024–2025 academic year. Data were collected using the Digital Literacy Self-Efficacy Scale for Pre-Service Teachers and the Educational Technologies Use Anxiety Scale. The data obtained from the scales were analyzed using statistical methods, tabulated, and interpreted. According to the findings of the study, a moderate, positive, and statistically significant relationship was found between pre-service teachers' digital literacy self-efficacy and their anxiety related to the use of educational technologies. In this regard, it is considered that increasing educational practices aimed at improving pre-service teachers' digital literacy skills may contribute to reducing their anxiety levels regarding the use of educational technologies.