Abstract
The rapid expansion of digital technologies has reshaped educational environments and intensified the need for teachers who can integrate digital literacy into meaningful pedagogical practice. However, many teacher education programmes continue to emphasise technical familiarity with digital tools rather than the pedagogical processes required to transform digital learning activities into reflective and inquiry-oriented learning. This study develops and validates the Litera-Tech course model as an integrative framework for digital literacy-based instruction in primary teacher education. Using a research and development approach adapted from Borg et al. (2003) framework, the study involved iterative model development, expert validation, and staged classroom implementation. The exploratory phase included 219 pre-service teachers to identify patterns of digital technology use in learning contexts. The model, grounded in constructivist, inquiry-based, collaborative, and reflective learning principles, was subsequently evaluated through expert review and practicality testing involving lecturers and students to assess its conceptual validity and instructional feasibility. The results demonstrate that the Litera-Tech model provides a coherent pedagogical structure for integrating digital literacy into learning processes. The model organises digital learning into a cyclical sequence of exploration, critical evaluation, collaboration, digital project creation, communication, and reflection, providing a structured pedagogical framework that supports pre-service teachers in engaging in inquiry-oriented and reflective learning practices. These findings indicate that a structured instructional model, such as Litera-Tech, can support the development of digital pedagogy in teacher education and help prepare future educators to design reflective learning experiences.