Digital Simulation Adoption in Higher Education: Linking Behavioral Intentions to Teaching Competence in Pre-Service Science Teachers

This study examines how behavioral intentions influence the adoption of digital simulations and their impact on the teaching competence of pre-service science teachers at Caraga State University. The research investigates how performance expectancy, technological support, technological knowledge, and pedagogical knowledge shape behavioral intentions and perceived competence. Drawing on the Unified Theory of Acceptance and Use of Technology (UTAUT), Technological Pedagogical Content Knowledge (TPACK), and Danielson’s Framework for Teaching (FFT), the study employed quantitative design with 203 pre-service science teachers. Using Partial Least Squares Structural Equation Modeling (PLS-SEM), results showed that Performance Expectancy (PE) had a significant positive effect on Behavioral Intention (BI), indicating that pre-service teachers who see digital simulations as beneficial are more likely to use them. Technological Support (TS) and Technological Knowledge (TK) did not significantly affect BI, showing that technical skills alone do not drive intention. Pedagogical Knowledge (PK) significantly influenced Teaching Competence (TC), highlighting the importance of instructional skills. TK did not significantly affect TC, reinforcing the need to pair digital skills with pedagogy. Beha-vioral intention (BI) to use digital simulations significantly predicted TC, indicating that motivation contributes to instructional readiness. TS strongly influenced TK, highlighting the role of institutional support in building digital competence. These findings suggest that teacher training programs should go beyond technical training. Instead, they should focus on building meaningful teaching strategies that incorporate digital tools in ways that make sense for learners. Giving future teachers hands-on experience with digital simulations, along with space to reflect on how and why they work can make a real difference in how prepared they feel to teach science effectively.