Developing and validating a digital literacy assessment framework for pre-service physical education teachers: a Delphi-AHP study

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Background The digital transformation of education has introduced new demands on the professional competencies of physical education (PE) teachers. However, there is a lack of a comprehensive assessment framework specifically designed for pre-service PE teachers. This study aims to develop a scientifically sound digital literacy assessment framework for pre-service PE teachers, clarify the core components of their digital literacy, and promote the sustainable development of PE teacher education. Methods The preliminary indicator system was derived from a systematic literature review spanning 2015 to 2026 and policy analysis of DigCompEdu and UNESCO ICT-CFT frameworks. Guided by the TPACK framework and integrating educational psychology theories including Self-Determination Theory, the Technology Acceptance Model, and Teacher Self-Efficacy Theory, the Delphi method was employed with a multidisciplinary expert panel of 20 specialists from physical education pedagogy, educational technology, and educational psychology to systematically assess the indicator system for pre-service PE teachers’ digital literacy. A 5-point Likert scale examined consensus and stability. After two Delphi rounds, the Analytic Hierarchy Process determined indicator weights. Future empirical validation with pre-service PE teachers is recommended to confirm the framework’s applicability and predictive validity. Results After two rounds of Delphi surveys, the final framework comprised 4 primary indicators and 12 secondary indicators. The expert authority coefficient was 0.825. Kendall’s coefficient of concordance increased from 0.414 in the first round to 0.568 in the second round ( p < 0.001). Weight analysis showed that Digitalized Physical Education Teaching Integration Competence had the highest weight (0.3474), followed by Physical Education Digital Tools and Data Literacy (0.3032), Intelligent Technology Cognition and Foundational Literacy (0.1981), and Professional Development and Social Impact (0.1513). All consistency ratios for the judgment matrices were below 0.1, meeting the consistency requirements. Conclusion Weight analysis showed that Digitalized Physical Education Teaching Integration Competence had the highest weight (0.3474), followed by Physical Education Digital Tools and Data Literacy (0.3032), Intelligent Technology Cognition and Foundational Literacy (0.1981), and Professional Development and Social Impact (0.1513). The prioritization of integration competence over foundational knowledge highlights the importance of practical application in PE teachers’ digital literacy, confirming that the ability to operationalize technology in teaching is valued above declarative knowledge alone. The framework is scientifically sound and reliable. It provides target guidance for pre-service PE teacher cultivation and a theoretical basis for curriculum reform. Its underlying psychological logic also offers a new perspective for understanding teacher digital literacy development from a motivational and cognitive standpoint. Future empirical validation with pre-service PE teachers is recommended to confirm the framework’s applicability and predictive validity.

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Related topics: Physical Education and Pedagogy · Digital literacy in education · Motivation and Self-Concept in Sports