INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025

Mapping Global Digital Competency Frameworks to Malaysian

Teacher Education: A Comparative Analysis of Digcompedu, ISTE,

UNESCO ICT-CFT, and SQD2 Models

Olya Dollah., Hasnah Mohamed., Juhazren Junaidi

Faculty of Science and Educational Technology University Technology Malaysia

DOI: https://dx.doi.org/10.47772/IJRISS.2025.91100300

Received: 12 November 2025; Accepted: 22 November 2025; Published: 08 December 2025

ABSTRACT

With the advent of the Fifth Industrial Revolution (5IR), the integration of digital technologies within teacher

education becomes not just desirable but a strategic imperative. National policies in Malaysia, like the Dasar

Pendidikan Digital and the Malaysia Education Blueprint 2015-2025 (Higher Education), have emphasized the

agenda of developing high-level digital capacities for the future teachers. However, such.teacher preparation

programs not infrequently focus on skills development only technically, with little room for approaches toward

pedagogical integration. Using a qualitative comparative methodology underpinned by the revised Synthesis of

Qualitative Data, SQD2 model, this paper identifies lessons learned from three internationally recognised digital

competency frameworks that could best inform the development of pre-service teachers within Malaysian

Institutes of Teacher Education (IPGs). Three key frameworks are presented for analysis: UNESCO’s ICT

Competency Framework for Teachers (ICT-CFT), the European Commission’s DigCompEdu, and the ISTE

Standards for Educators. These are interrogated at the systemic, institutional, and classroom levels. The findings

stress the need for a pedagogy-first approach, collaborative professional learning environments, learner-centered

strategies, and the development of students' own digital competencies. This paper concludes with a three-tier

model for the localization of these global practices within Malaysia's teacher education landscape.

Keywords: Pre-service teachers, Digital Competency, Malaysian Institutes of Teacher Education (IPGs),

Comparative Analysis, UNESCO ICT-CFT, DigCompEdu, SQD2-Model.

INTRODUCTION

The contemporary digital era, driven by the transformative force of the Fourth Industrial Revolution (4IR), has

fundamentally reshaped all aspects of modern society. This technological shift has created a critical imperative

for educational systems worldwide to adapt, innovate, and prepare a citizenry that is not only digitally literate

but digitally fluent. In response to this global challenge, international bodies and national governments have

begun to develop strategic frameworks designed to articulate, cultivate, and measure the digital competencies

required of educators and learners. These frameworks serve as vital roadmaps for guiding educational reform

and ensuring that teaching practices evolve in lockstep with technological advancement.

This study situates itself within this global movement by focusing on the specific context of Malaysia. The nation

has clearly articulated its educational ambitions through foundational policy documents, including the Malaysia

Education Blueprint 2015-2025 (Higher Education) [MEB (HE)] and the Dasar Pendidikan Digital (DPD).

These policies set a clear national objective: to produce a "digitally fluent generation" and develop "holistic,

entrepreneurial, and balanced graduates" who are equipped to thrive in and contribute to the global economy.

While Malaysia's policy landscape articulates a clear vision for holistic, digitally fluent graduates, a critical

disconnect emerges between these national ambitions and the practical task of preparing educators to achieve

them, revealing an urgent need for a coherent teacher competency model aligned with both local context and

global best practices.

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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025

The Problem Statement

Aligning Global Frameworks with National Ambitions

A clear delineation of the research problem is essential to justify this comparative analysis, as it highlights the

critical gap between Malaysia's strategic educational aspirations and the current challenges in preparing a cadre

of digitally competent teachers. This section maps the ideal state of teacher competency against the current

reality, examines the limitations of previous efforts, and outlines the consequences of this misalignment.

The Ideal Situation: The Digitally Competent Malaysian Teacher

The ideal digitally competent teacher in the Malaysian context is one whose practice is deeply aligned with

national values and holistic student development. The MEB (HE) outlines six primary graduate attributes that

form the bedrock of this ideal: ethics and spirituality, leadership skills, national identity, language proficiency,

thinking skills, and knowledge. Furthermore, the Malaysian Qualifications Agency's (MQA) Education

Programme Standards (EPS) promotes the concept of the "scholar-teacher"—a professional who is not merely a

technician, but a reflective practitioner engaged in the continual pursuit of knowledge and pedagogical

excellence. The ideal teacher, therefore, is one who can skillfully leverage digital technologies not as ends in

themselves, but as powerful tools to cultivate these holistic attributes, thereby nurturing graduates who are

ethically grounded, innovative, and proudly Malaysian. A narrow focus on technical proficiency alone is

fundamentally insufficient to realize this multifaceted vision.

The Current Reality and Its Shortcomings

The current reality in teacher education often actively prevents the development of this ideal scholar-teacher by

prioritizing technical skills over pedagogical depth. This challenge is affirmed in recent literature; Tondeur et al.

(2025), for example, corroborate earlier research indicating that teacher training institutions often emphasize

technical aspects while overlooking necessary pedagogical support (Scherer et al., 2021; Starkey, 2020). While

Malaysia has established strong policy drivers in the MEB (HE) and DPD, there remains a discernible lack of a

unified, actionable roadmap for integrating global best practices into the local teacher education curriculum, as

defined by the MQA's regulatory EPS. This disconnect between policy ambition and curricular implementation

means that pre-service teachers may graduate with technical know-how but lack the pedagogical and ethical

frameworks to use technology for cultivating the holistic graduate attributes central to the national vision. This

constitutes not merely a skills gap, but a gap in values and educational philosophy.

LITERATURE REVIEW

Past efforts to define and develop teacher competencies, while valuable, have historical limitations in the current

context. The influential Synthesis of Qualitative Data (SQD) model proposed by Tondeur et al. in 2012, for

instance, is now over a decade old, predating many contemporary technological and pedagogical shifts.

Similarly, Malaysia's own MEB (HE) represents a significant evolution from its precursor, the Pelan Strategik

Pengajian Tinggi Negara (PSPTN), establishing a new policy landscape. While robust international frameworks

like the UNESCO ICT-CFT and the European DigCompEdu have emerged, there is a distinct absence of a

systematic comparative analysis that maps these contemporary global models directly onto Malaysia’s specific,

updated policy imperatives and regulatory structures.

The consequences of this misalignment between global standards, national goals, and teacher preparation are

significant. Without a clear comparative map to guide them, efforts by Malaysian teacher education institutions

may remain fragmented and inconsistent. This can lead to the inefficient allocation of resources, duplication of

efforts, and, most critically, a failure to produce educators fully capable of achieving the national vision outlined

in the MEB (HE) and DPD. In the long term, this could impede the development of a high-quality future

workforce, impacting Malaysia's economic resilience and its competitiveness on the global stage. This situation

underscores the urgent need for a structured analysis to bridge the gap between policy and practice.

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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025

The Research Gap and Proposed Contribution

Having established the broader problem of aligning teacher preparation with national goals, this section pinpoints

the precise, unaddressed question in the existing literature that this study will answer. By doing so, it clarifies

the study's unique scholarly contribution and its practical value to stakeholders in Malaysian education.

The historical limitations of previous models and policies have created a contemporary knowledge vacuum.

While numerous studies have individually explored influential digital competency frameworks such as

DigCompEdu, the UNESCO ICT-CFT, ISTE Standards, and the updated SQD2 model, a critical knowledge gap

persists. To date, no systematic comparative analysis exists that maps these four influential models against the

specific policy imperatives (MEB HE, DPD) and regulatory requirements (MQA EPS) governing Malaysian

teacher education. This gap exists at the crucial intersection of established global standards and the localized

implementation needs defined by Malaysia's multi-layered policy ecosystem. The absence of such a study leaves

Malaysian policymakers and curriculum developers without a clear, evidence-based guide for navigating the

complex landscape of international best practices.

Justification

This comparative analysis is necessary to move beyond broad policy statements toward strategic, actionable

implementation. This study will provide an evidence-based guide for key Malaysian stakeholders, including

policymakers at the Ministry of Education, curriculum developers at Teacher Education Institutes (Institut

Pendidikan Guru Malaysia, IPGM), and academic leaders within university Faculties of Education. The primary

contribution of this research will be a clear, structured analysis that enables these stakeholders to

strategically select, adapt, and integrate elements from leading global frameworks. The study will provide the

analytical blueprint required to build a coherent, effective, and contextually relevant digital competency model

for Malaysian pre-service teachers—one that is not only aligned with international benchmarks but is also

purpose-built to achieve the nation's unique educational aspirations.

Theoretical

To ground the comparative analysis in established theory and provide a clear conceptual structure, this section

briefly introduces the four primary global frameworks under investigation. These models represent diverse and

influential approaches to defining educator competency in the digital age. Furthermore, the findings of SQD2

model is presented as the overarching analytical lens guiding this study's approach.

The analysis will focus on the following four frameworks:

1) The European Framework for the Digital Competence of Educators (DigCompEdu): A highly granular

and prescriptive model from the European Commission's Joint Research Centre, this framework specifies 22

educator-specific competences organized into six distinct areas. A key feature of DigCompEdu is its six-

stage progression model (A1-C2) designed to map specific educator actions and development.

2) The UNESCO ICT Competency Framework for Teachers (ICT-CFT): In contrast, this framework

functions as a high-level, adaptable policy tool designed for national-level implementation. It is intended to

be adapted by UNESCO member states to support their national goals, structuring competencies across three

levels of increasing pedagogical sophistication—Knowledge Acquisition, Knowledge Deepening, and

Knowledge Creation—and is explicitly aligned with the United Nations' Sustainable Development Goals

(SDGs).

3) The International Society for Technology in Education (ISTE) Standards: As a practice-oriented

international standard, this framework holds direct, pre-existing influence in the Malaysian system.

Malaysia's Dasar Pendidikan Digital explicitly references the ISTE Standards as a basis for its Smart School

Qualification Standards (SSQS), signaling its endorsement and integration into the national educational

ecosystem.

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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

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4) The Synthesis of Qualitative Data 2 (SQD2) Model: This is a research-driven, evolving model from

Tondeur et al. (2025) that builds upon a widely regarded 2012 framework. The SQD2 model is notable for

introducing new strategies for reflection that differ significantly from its predecessor, incorporating

contemporary pedagogical themes such as the affective dimension of technology use, the integration of

research projects into practice, and the development of teachers' digital identity.

Research Aim and Objectives

This paper seeks to explore how global best practices in digital teacher competency can inform and enhance pre-

service teacher education in Malaysia. The guiding research question is:

"What are the best practices derived from international digital competency frameworks that can support the

development of pre-service teachers in Malaysian Institutes of Teacher Education (IPGs)?"

To address this question, the study sets out to:



Conduct a comparative analysis of the UNESCO ICT-CFT, DigCompEdu, and ISTE Standards for

Educators.

Organize this analysis according to the SQD2 model’s macro (policy), meso (institutional), and micro

(classroom) levels.



Identify recurring strategies that constitute effective practice.

Propose a localized implementation model aligned with Malaysian educational policies and institutional

contexts.

Understanding Teacher Digital Competency

Digital competency for educators is a broad construct that extends beyond operational skills with digital tools.

It reflects an integrated set of knowledge, skills, and attitudes that enable teachers to design, facilitate, and assess

technology-enhanced learning. Crucially, digital competency supports the creation of inclusive, student-centered

learning environments where technology serves pedagogical goals.

A foundational theory that supports this understanding is the Technological Pedagogical Content Knowledge

(TPACK) framework, developed by Mishra and Koehler. TPACK emphasizes the interconnection between three

key domains: technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK).

Effective teaching with technology happens at the intersection of these domains, where educators can select and

apply appropriate tools in ways that align with content and learning objectives.

Further extending this view, recent research by Tondeur et al. (2025) stresses the importance of teachers’ beliefs

and attitudes—referred to as the affective dimension—as a significant factor in determining whether and how

educators adopt digital practices. Positive perceptions about the value of technology are often a prerequisite for

successful and sustained integration in the classroom.

Structuring Digital Competency Development: The SQD2 Model

To analyze how teacher education institutions can foster digital competency among pre-service teachers, this

study uses the updated Synthesis of Qualitative Data (SQD2) model as a guiding framework. Originally

introduced by Tondeur et al. (2012) and revised in 2025, this model offers a structured approach by organizing

competency development into three interrelated levels: macro, meso, and micro.



Macro Level (Systemic and Policy Alignment):

At this level, emphasis is placed on coherence between national policies, curriculum reforms, and strategic

institutional planning. A key objective is ensuring that initiatives to integrate technology are grounded in

educational theory and aligned with system-wide goals.

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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

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

Meso Level (Institutional Capacity):

This level focuses on internal institutional factors, such as leadership commitment, infrastructure readiness,

continuous professional development for teacher educators, and fostering a collaborative organizational

culture. Institutional readiness plays a pivotal role in shaping the environment where pre-service teachers are

trained.



Micro Level (Classroom and Pedagogical Practice):

The micro level encompasses the direct experiences of pre-service teachers in their training programmes.

The original SQD model outlined six strategies for building digital teaching competency: using experienced

role models, encouraging reflection, engaging in authentic design tasks, promoting collaboration, providing

scaffolded learning opportunities, and offering timely feedback. The SQD2 update introduces additional

components, such as involving pre-service teachers in practice-based research and helping them develop a

professional digital identity. These enhancements aim to better connect theory with practice and prepare

teachers to navigate complex digital learning environments.

By applying this model, the study is able to systematically examine how international frameworks approach

digital competency and identify practices that are most relevant for contextualization within Malaysian Institutes

of Teacher Education.

METHODOLOGY

This study adopts a qualitative comparative approach to explore how digital competency frameworks can inform

the preparation of pre-service teachers in Malaysia. Qualitative comparison allows for in-depth examination of

the structures, aims, and competency elements across selected global frameworks. Rather than assessing

effectiveness quantitatively, this design emphasizes the interpretive synthesis of document-based insights into

actionable practices. The approach aligns with the meta-aggregative strategy used in prior research (e.g., Tondeur

et al., 2025), where findings from multiple sources are synthesized into generalizable, practice-oriented

conclusions. This method was selected not only for its capacity to identify thematic consistencies but also to

enable policy translation—the process of adapting global standards into locally relevant practices for Malaysian

teacher education institutions.

The analysis was conducted through a systematic mapping process, in which each framework’s content was

aligned with the three-tiered structure of the SQD2 model: macro (policy), meso (institutional), and micro

(pedagogical). Each competency domain and descriptor was classified based on its level of implementation and

relevance to either systemic alignment, institutional practice, or classroom teaching strategies. This

categorization enabled cross-framework comparisons and the identification of common patterns, distinctive

strengths, and potential gaps.

The process involved three main stages:

1) Document Analysis – Extracting key constructs, competencies, and implementation strategies from each

framework.

2) SQD2 Alignment – Mapping these components to the respective SQD2 levels based on content focus and

intended application.

3) Thematic Synthesis – Grouping similar strategies across frameworks to identify recurring best practices

relevant to pre-service teacher preparation.

This methodology supports a comprehensive comparative review that not only distinguishes the unique

contributions of each framework but also highlights overlapping strategies that can be adapted to the Malaysian

context.

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FINDINGS

A. Comparative Analysis of Global Framework

Macro-Level Analysis: Systemic and Policy Alignment

The macro-level analysis evaluates how each framework addresses systemic educational reform and supports

integration with national policy. This level is crucial for ensuring that efforts to develop teacher competency are

aligned with broader national goals and are sustainable over the long term.

Abstract, Index Terms

ISTE

Standards

for

UNESCO ICT-CFT

DigCompEdu

Educators

The framework's highest level, Area

1,

Professional The Leader standard calls on

Knowledge Creation, explicitly Engagement,

emphasizes educators to "advocate for

tasks

contributing

expert

teachers

to

with educators' role within the broader equitable access to educational

policy. educational

community.

It technology...and

for

the

Competencies include the ability to includes

competencies

for development of policies...that

support the vision." The

critique institutional and national Organizational

education policies, suggest Communication

revisions, and design improvements. contributing to the development encourages

and Collaborator

standard

educators to

This positions highly competent of the organization's digital "dedicate time to collaborate

teachers as agents of systemic policies and practices through with both colleagues and

change.

Continuous

Professional students to...solve problems."

Development.

The analysis shows a consensus that advanced digital competency involves educators becoming agents of

systemic change, capable of influencing institutional and national policy.

Meso-Level Analysis: Institutional Capacity and Support

The meso-level analysis examines how the frameworks guide institutional factors such as leadership, resource

planning, and staff development. At the meso-level, all three frameworks converge on the need for institutional

support, though they emphasize different mechanisms. The UNESCO ICT-CFT frames this through the lens of

creating 'Learning Organizations,' a top-down strategic goal that tasks expert educators with devising

institutional technology strategies. In contrast, DigCompEdu and the ISTE Standards highlight bottom-up,

collaborative mechanisms, such as fostering professional learning communities (ISTE 'Collaborator' standard)

and a culture of continuous professional development (DigCompEdu Area 1), which collectively build

institutional capacity from within.

Micro-Level Analysis: Pedagogical and Classroom Strategies

The micro-level analysis is the most granular, examining the specific pedagogical strategies each framework

advocates for enhancing teaching, learning, and assessment in the classroom. This level provides concrete

guidance for what pre-service teachers must learn to do in their future practice.

Micro-Level

Theme

ISTE

Educators

Standards

for

UNESCO ICT-CFT

DigCompEdu

Teaching

Guidance

& Focuses on using digital Area 3, Teaching and The Designer standard

tools as part of whole-class, Learning, includes specific requires educators to design

group,

and

individual competencies

for authentic,

learner-driven

activities. Progresses from "Teaching" (orchestrating activities. The Facilitator

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basic digital literacy to digital interventions) and standard focuses on using

complex problem-solving "Guidance" (using digital technology

to

support

and managing student-led services to enhance learning goals and manage

interaction and offer timely

support).

activities.

student learning strategies.

Collaborative

Learning

Advocates for using digital Area 3.3, Collaborative The

communication tools to Learning, explicitly tasks Facilitator

support

collaboration within and technologies to foster and tools to broaden student

beyond the classroom. The enhance learner perspectives, foster

Knowledge Creation level collaboration and enable collaboration with others,

Collaborator

and

standards

student educators with using digital emphasize using digital

emphasizes

digital

designing collaborative

"knowledge

knowledge and manage collaborative

learning activities.

creation.

communities."

Assessment

Strategies

Includes using ICT for Area 4, Assessment, is The

student assessment, dedicated to this theme, requires educators to use

progressing from traditional covering "Assessment assessment data from digital

Analyst

standard

methods

technology

enhanced

to

by strategies" (using digital tools to drive instruction and

using tech for formative and provide relevant feedback,

technology for complex, summative

authentic assessment of "Analysing evidence," and variety of formative and

student-generated products. "Feedback and planning." summative assessments.

assessment), and to design or adapt a

Empowering

Learners

Emphasizes

students

supporting Area

different Learners,

5,

Empowering The Designer standard

core requires educators to create

of

is

a

(Accessibility

Personalization)

& abilities, ages, genders, and component, with specific learning experiences that are

backgrounds.

Universal

Promotes competencies

Design for "Accessibility

for accessible and personalized

and to accommodate learner

and differences. The Citizen

Learning (UDL) and the use inclusion"

of assistive technologies to "Differentiation

and standard

promotes

personalisation"

using managing personal data to

ensure equitable access.

digital technologies.

protect digital privacy.

Facilitating

Learners'

Competence

The framework's goal is to Area

Digital enable students to be Learners'

"effective learners and Competence,

productive members of requires educators to teach responsible digital citizens.

society." At higher levels, students digital skills, The Creative Communicator

teachers guide students in covering "Information and standard involves

creating knowledge and media literacy," "Digital empowering students to

using digital tools for communication & choose appropriate

collaboration," and "Digital platforms to create and

content creation." communicate effectively.

6,

Facilitating The

Digital requires educators to mentor

explicitly students to become

Citizen

standard

pervasive learning.

This granular comparison demonstrates a shared focus on leveraging technology to transform core pedagogical

practices, from collaborative learning and assessment to empowering learners with personalized and accessible

educational experiences.

The comparative analysis reveals a clear evolution in thinking across the global frameworks. At the macro level,

all frameworks converge on the idea that digitally competent educators must become agents of systemic change.

At the meso level, they agree on the necessity of institutional support, whether through top-down strategy

(UNESCO) or bottom-up collaboration (DigCompEdu, ISTE). The micro-level analysis shows the most

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significant philosophical shift: from an initial focus on integrating ICT tools (foundational levels of UNESCO

ICT-CFT) to a more holistic pedagogical approach where educators are tasked with designing empowering

learning environments and explicitly developing students' own digital competencies (the core of DigCompEdu

and the ISTE Standards). This evolution provides a clear directional mandate for modernizing teacher education.

DISCUSSION

Synthesis of Best Practices

This analysis of three leading global frameworks, viewed through the lens of the SQD2 model, allows for the

distillation of recurring, high-impact strategies. The following synthesized best practices represent a consensus

on what is required to effectively prepare pre-service teachers for the digital age.

1. Adopt a Multi-Level (Macro, Meso, Micro) Implementation Strategy: A successful strategy must be

comprehensive, addressing competency development at the macro (policy alignment), meso (institutional

support), and micro (pedagogical practice) levels simultaneously. This reflects the structure of the SQD2

model and ensures that classroom innovations are supported by institutional capacity and aligned with

national goals.

2. Anchor Digital Competency in Pedagogy, Not Just Technology: The most effective frameworks,

particularly DigCompEdu and principles from Tondeur et al. (2025), emphasize that technology is a tool

to enable powerful pedagogical strategies. The focus should be on enhancing collaborative learning, self-

regulated learning, and differentiated instruction, not merely on technical skill acquisition.

3. Cultivate a Culture of Professionalism and Collaboration: A consistent theme across all three

frameworks is the critical importance of continuous professional learning, digital collaboration among

educators, and reflective practice. Preparing pre-service teachers involves modeling these professional

behaviors and creating communities of practice.

4. Prioritize Learner Empowerment and Accessibility: A core objective of digital education is to create

more inclusive and personalized learning experiences. This requires a focus on differentiation,

personalization, and accessibility, as detailed in DigCompEdu's Area 5 and UNESCO's principles of

Universal Design for Learning (UDL).

5. Establish Learners' Digital Competence as a Core Pedagogical Goal: Advanced frameworks

explicitly charge educators with the responsibility of teaching their own students digital literacy,

responsible online communication, and digital content creation skills. This moves the teacher's role from

a user of technology to a facilitator of their students' digital citizenship (DigCompEdu Area 6, ISTE

Citizen Standard).

Contextualizing Best Practices for Malaysian Institutes of Teacher Education (IPGs)

These global best practices provide a robust foundation, but their successful implementation depends on careful

adaptation to the specific context of Malaysian IPGs.



Macro-Level Alignment: The synthesized best practices are strongly aligned with the national vision

articulated in the MEB 2015-2025 (Higher Education) and the Dasar Pendidikan Digital. Adopting a

multi-level competency model directly supports the goals of Shift 2 (Talent Excellence) by providing a

clear framework for developing high-quality educators. Similarly, prioritizing pedagogy that leverages

technology for collaborative and personalized learning helps achieve the vision of Shift 9 (Globalised

Online Learning), moving beyond content delivery to creating engaging and globally-connected learning

experiences.



Meso-Level Implementation in IPGs: For IPG leadership, these practices call for strategic planning in

technology integration, infrastructure development, and, most critically, lecturer professional

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development. The MEB Annual Report 2023 notes the ongoing transformation of IPGs and the need to

strengthen lecturer competencies; implementing these best practices provides a clear roadmap for this

transformation. Crucially, this transformation requires that IPG lecturers themselves develop and model

the advanced digital competencies outlined in the global frameworks. They must become the 'role models'

that the SQD2 model identifies as a core micro-level strategy for pre-service teachers, thereby creating a

sustainable cycle of professional development. The IPG curriculum must be designed to integrate these

digital competencies while adhering to the national Education Programme Standards (EPS) set by the

Malaysian Qualifications Agency (MQA), ensuring both quality assurance and innovative practice.



Micro-Level Integration into Teacher Training: At the micro-level, this requires moving beyond a

sole reliance on 'stand-alone ICT courses'—a practice often critiqued for its limited impact on

pedagogical integration—and instead embedding digital pedagogy across all subject-matter curricula

within the IPG. Pre-service teachers should engage in design-based activities where they create

technology-enhanced lesson plans (as advocated by Tondeur et al., 2025). They need opportunities for

reflective practice about their professional digital identity and the ethical dimensions of technology use.

Furthermore, integrating experiential learning, a core principle of MEB (HE) Shift 1, through scaffolded

teaching practice with technology is essential to bridge the gap between theory and classroom reality.

This contextualized approach ensures that the adoption of global best practices is not merely a technical exercise

but a strategic initiative that supports Malaysia's national aspirations and empowers the next generation of

teachers.

CONCLUSION

This comparative analysis of the UNESCO ICT-CFT, DigCompEdu, and ISTE frameworks, structured by the

SQD2 model, has identified a set of robust, globally-recognized best practices for developing the digital

competencies of pre-service teachers. The primary findings indicate a clear consensus on the need for a holistic,

multi-level approach that prioritizes pedagogy, fosters professional collaboration, empowers learners, and tasks

teachers with developing their students' own digital fluency. The main contribution of this study is the provision

of a contextualized roadmap for Malaysian Institutes of Teacher Education. By bridging these global best

practices with Malaysia's national policy directives and institutional realities, this paper offers actionable

guidance for IPGs to enhance their teacher education programs, thereby ensuring that the nation's future

educators are fully prepared to lead learning in the digital age.

Limitations and Future Research

This study is based on a qualitative documentary analysis of frameworks and policy. A key limitation is that it

does not measure the on-the-ground implementation or impact of these frameworks in practice. Therefore, future

research should focus on empirical studies within Malaysian IPGs to assess the effectiveness and challenges of

implementing the proposed best practices. Further research could also focus on the development of valid and

reliable assessment tools to measure the digital competency of pre-service teachers within the specific Malaysian

context, providing valuable data for continuous program improvement and policy refinement.

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