<![CDATA[The development of digital technology has transformed educational practices globally, but the integration of technology in language teacher education still faces various challenges, particularly related to the limitations of contextual learning models and the low digital literacy skills of prospective teachers. This study aims to analyze the implementation and effectiveness of a digital literacy-based learning model in improving the digital literacy and pedagogical competence of prospective language teachers. This research uses a convergent mixed-methods design involving 43 prospective language teachers as research participants. Data were collected through surveys using a 32-item questionnaire, classroom observations, interviews, and document analysis. Quantitative data were analyzed using paired t-tests and effect size, while qualitative data were analyzed thematically to strengthen the interpretation of the research results. The research results indicate that the implementation of a digital literacy-based learning model significantly improves all dimensions of digital literacy and pedagogical competence, particularly in creating digital content and integrating technology into learning. Qualitative findings also reveal an increase in pedagogical innovation, reflective practices, and the readiness of prospective teachers to meaningfully utilize technology, although some implementation challenges were still encountered. This study concludes that a contextually designed digital literacy-based learning model contributes positively to the strengthening of teacher education programs as well as the development of education policies based on digital transformation.]]>
