The effect of numeracy on reflective thinking moderated by leadership and digital information literacy among prospective elementary school teachers

Abstract

This study investigates the effect of numeracy on reflective thinking among prospective elementary school teachers, with a particular focus on the mediating roles of student leadership and digital information literacy. Using a quantitative approach with Structural Equation Modeling–Partial Least Squares (SEM-PLS), data were collected from 262 pre-service teacher education students. The results revealed that numeracy did not have a significant direct effect on reflective thinking. However, numeracy significantly influenced both student leadership and digital information literacy, which in turn positively affected reflective thinking. Two significant mediation paths were identified: numeracy through student leadership and numeracy through digital literacy, highlighting the indirect influence of numeracy. Furthermore, a three-way interaction showed that the combination of strong student leadership and high digital literacy significantly strengthened the impact of numeracy on reflective thinking. These findings support the integration of 21st-century skills— such as leadership and digital competence—into teacher education programs. The study contributes a novel conceptual model extending Mezirow’s Transformative Learning Theory and the TPACK framework, emphasizing the synergistic development of cognitive, social, and digital skills to foster professional reflection in teacher candidates.