Abstract:

This study evaluates the integration of digital competencies into the curriculum of the Physics of Matter with Didactics course. Ten final-year pre-service physics teachers took part in a pilot project during the 2025/2026 academic year aimed at evaluating the updated course. The instructional approach combined lectures, individual assignments, and seminar presentations, all of which incorporated information and communication technologies (ICT). The study examined pre-service physics teachers’ perceptions of the implementation of ICT in the course, including its benefits and challenges. Various course activities addressed the five groups of digital competence to differing degrees. The results indicate that pre-service physics teachers were generally aware of the digital competence objectives, which were reinforced throughout the course. Competencies related to information literacy, communication and collaboration, and digital content creation were emphasized the most, whereas safety and problem-solving received comparatively less attention. Pre-service physics teachers also reflected on the limitations of their own digital skills, identifying areas in need of further development. Importantly, the pre-service physics teachers reported that the diverse activities promoting digital competence development did not compromise the quality of the physics content. Overall, this pilot study demonstrates that deliberate ICT integration in physics education can enhance multiple dimensions of digital competence, providing valuable insights for curriculum design and teaching practice.

Keywords:

Curriculum Development, Digital Competence, ICT Integration, Physics Education, Pre-service Physics Teachers.