Karacan, Cemil GokhanCan, Tuncer2026-01-312026-01-3120251539-15231945-0818https://doi.org./10.1080/15391523.2025.2504354https://hdl.handle.net/20.500.12662/10695Digital competence for teachers has become a critical necessity today. Although instruments exist for in-service teachers, there remains a gap in tools tailored for digital competence among pre-service teachers. This methodological study aims to adapt and validate the factor structure of a teacher digital competence instrument for pre-service teachers. Following an initial pilot study, data were collected from 448 pre-service English language teachers across two distinct samples. Exploratory factor analysis revealed a two-factor structure-Unified Pedagogic Digital Competence and Professional Engagement and Development-which together explained 52.925% of the total variance. Confirmatory factor analysis subsequently verified this structure, yielding strong model fit indices. This psychometrically sound tool contributes significantly to the field. The findings are relevant for pre-service language teachers, language teacher educators and program developers.eninfo:eu-repo/semantics/closedAccessTeacher digital competencepre-service teachersDigCompEduUnified Pedagogic Digital CompetenceProfessional Engagement and DevelopmentArticle10.1080/15391523.2025.25043542-s2.0-105005866223Q1WOS:001493394800001Q1