Adaptation and psychometric validation of the DigComp 2.2-based perceptions questionnaire on digital competence among pre-service teachers in Ghana

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Introduction Digital competence is a critical component of 21st-century skills and a key enabler of effective teaching and learning. Despite the widespread use of the DigComp framework for evaluating digital competence, empirical validation of instruments aligned with the updated DigComp 2.2 remains limited, particularly in African teacher education contexts. This study aimed to adapt and validate a DigComp 2.2-based scale for assessing digital competence among pre-service teachers in Ghana. Methods A cross-sectional survey was conducted among 774 pre-service teachers enrolled in a blended distance-learning programme. The Perceptions Questionnaire on Digital Competence (PQDC) was adapted to 30 items across five domains. Confirmatory factor analysis (CFA) was used to test first- and second-order models. Reliability was assessed using Cronbach's alpha and McDonald's omega, while construct validity was examined through factor loadings, average variance extracted (AVE), and heterotrait–monotrait ratio (HTMT). Measurement invariance across gender was tested using multigroup CFA. Results The five-factor second-order model showed acceptable fit, χ ²(400) = 1924.333, CFI = .921, GFI = .920, SRMR = .044, and RMSEA = .070. The model was retained because it showed fit comparable to the first-order model while providing a more parsimonious representation of digital competence. All five domains loaded strongly on the higher-order factor, with loadings ranging from.868 to.966. Reliability was high across domains, with values above 0.80. AVE values ranged from.587 to.721, supporting convergent validity. Configural, metric, and scalar invariance across gender were established. Discussion The study provides robust evidence for the hierarchical structure of digital competence within DigComp 2.2 in a Ghanaian context. The validated instrument offers a reliable tool for assessing pre-service teachers’ digital competence and informs teacher education, policy, and digital transformation in underrepresented contexts.