Structural equation modeling of the contextual teaching–digital learning framework: Predicting 21st century skills development in pre-service elementary teachers

Abstract

This study aimed to validate the Contextual Teaching–Digital Learning (CTDL) framework and examine the structural pathways through which contextual teaching practices (CTP) and digital learning engagement (DLE) influence critical thinking, creativity, collaboration, and communication (4C) skills in pre-service elementary teachers. Employing a pure quantitative design, data were collected from 312 pre-service elementary teachers through validated instruments. Structural equation modeling (SEM) was used to test measurement validity, structural relationships, and mediation effects. Findings indicated that CTP significantly predicted 4C skills both directly and indirectly via DLE. Digital engagement partially mediated the CTP–4C relationship, amplifying pedagogical impact. The model demonstrated excellent fit indices (χ²/df = 1.98, CFI = 0.957, RMSEA = 0.046), confirming its theoretical and empirical robustness. The results align with socio-constructivist theory and recent empirical studies (2023–2025) on digital competence and engagement, offering a nuanced understanding of how pedagogical design and technology integration jointly enhance future teachers’ skills. The CTDL framework offers a validated, evidence-based model for integrating context-rich pedagogy and digital engagement in teacher preparation, bridging theory and practice while addressing persistent gaps in digital readiness.