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Background Culturally responsive digital pedagogy is increasingly important in primary teacher education, yet evidence on how such readiness is formed among preservice elementary teachers remains limited, particularly in Indonesia. This study examined the level of culturally responsive digital pedagogy readiness among preservice elementary teachers and identified the factors that most strongly explained it. Methods An explanatory mixed-methods design was used. After expert validation and pilot refinement of a researcher-developed instrument, a quantitative survey was administered to 500 preservice elementary teachers from four Indonesian universities. Eligible participants were in semester 6 or above and had completed microteaching and teaching practicum activities. Quantitative data were analysed using descriptive statistics, reliability analysis, Pearson correlation, and multiple regression. Qualitative follow-up interviews were then conducted with 20 purposively selected participants representing high, moderate, and low readiness profiles, and the findings were analysed thematically and integrated through joint display analysis. Results The instrument showed strong content validity and acceptable-to-good internal consistency. Reflective practice was the strongest predictor of culturally responsive digital pedagogy readiness, followed by practicum exposure quality and digital teaching self-efficacy. Multicultural coursework exposure contributed only weakly, while attitude toward diversity was not significant in the full model. Qualitative findings indicated that readiness developed mainly through reflection, mentored practicum, and applied digital adaptation rather than conceptual exposure alone. Conclusions Culturally responsive digital pedagogy readiness among preservice elementary teachers in Indonesia is best understood as a reflective, situated, and practice-based developmental capacity. Teacher education programs should therefore strengthen structured reflection, mentored practicum, iterative lesson revision, and the pedagogically meaningful use of digital tools in diverse elementary classrooms.
Puspitasari et al. (Tue,) studied this question.