EXPLORING THE MODERATING ROLE OF DIGITAL TECHNOLOGY IN PROJECT-BASED LEARNING FOR TEACHING SKILL ENHANCEMENT

Abstract

This research examines the moderating role of digital technology in the relationship between Project-Based Learning (PjBL) and teaching skills within microteaching programs for pre-service teachers. Grounded in Experiential Learning Theory (ELT), the study adopts a quantitative survey approach and is analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM). The sample consists of 120 pre-service teachers from three universities in Malang, Indonesia, who participated in the implementation of a Teaching Skill Strengthening Model integrating PjBL with digital technology. The findings reveal that PjBL significantly improves teaching skills, while digital technology also contributes directly to teaching competence. More importantly, technology amplifies the positive effect of PjBL, suggesting that the integration of digital tools enhances learning outcomes when aligned with project-based pedagogy. These results demonstrate that combining PjBL with digital support can create richer and more reflective microteaching experiences. Theoretically, this research extends ELT by providing empirical evidence on how digital mediation strengthens the experiential learning cycle in teacher education. Practically, it offers guidance for universities to design technology-supported microteaching models that build teaching competence, reflection, and digital readiness among pre-service teachers. Furthermore, the findings emphasize the importance for educational institutions to synchronize technological transformation with instructional innovation as a strategy to equip future teachers with the competencies required in 21st-century learning environments.