Investigating the Relationship between Pre-Service Teachers’ Cognitive Flexibility and Techno-Pedagogical Competencies: A Pathway to Effective Teaching in the Digital Age

Abstract

The study aimed to investigate the relationship between pre-service teachers' cognitive flexibility and their techno-pedagogical competencies, comparing influencing factors such as program enrollment and access to technology. Incorporating technology in education requires adaptability and competence. Understanding how cognitive flexibility affects techno-pedagogical skills is vital for enhancing teacher preparation programs. A correlation research design with a quantitative approach was utilized. Data were collected from students enrolled in BS, B.Ed., and pre-service teacher training programs using a self-developed 45-item instrument with a 5-point Likert scale. The sample was selected through multistage sampling, and the instrument's reliability (Cronbach's alpha: 0.861) was validated. The findings showed significant differences in cognitive flexibility and techno-pedagogical competencies based on program type, computer access, and internet availability. A positive correlation between cognitive flexibility and techno-pedagogical skills was observed. Enhancing access to technology and fostering adaptability through targeted training programs can improve pre-service teachers' techno-pedagogical competencies.