International Journal of
Information and Education Technology

Abstract

Persistent challenges in teachers’ digital readiness continue to highlight the need for practical digital skills required for effective instructional practice. This study aimed to (1) develop a microlearning-integrated blended learning model delivered via an online platform, (2) evaluate its instructional efficiency, and (3) examine its effectiveness in enhancing pre-service teachers’ digital skills. A research and development approach was employed using a one-group pretest–posttest design with 268 pre-service teachers over six weeks. Instruction was implemented in a 50:50 online–offline format. Data were analyzed using descriptive statistics and paired t-tests to assess changes in digital skills across six performance-based domains. The results showed that the developed MB Learning Model achieved an instructional efficiency of E1/E2 = 90.88/86.76, exceeding the established 80/80 benchmark. Significant improvements were observed across all six digital skill domains (p < 0.001), with the overall digital skill score increasing from M = 39.52 to M = 54.53. These findings indicate substantial gains in both declarative knowledge and performance-based competencies. The findings suggest that the structured integration of microlearning within a blended learning environment delivered via an online platform is associated with improvements in digital skill development. However, due to the absence of a control group, the results should be interpreted with caution, as causal relationships cannot be definitively established. Despite this limitation, the model demonstrates practical potential as a structured instructional framework for supporting digital skill development in teacher education contexts.