<![CDATA[Digital teacher education requires technical proficiency, pedagogical judgment, reflective practice, language competence, and community well-being responsiveness. However, these dimensions are often assessed in isolation. To address this gap, this study developed and evaluated ECW-DigiPro (English for Community Well-Being Digital Professional), an integrated assessment system profiling pre-service EFL teachers' readiness. Adopting a Design-Based Research approach with an embedded quasi-experimental phase, the study evaluated 50 pre-service English teachers across four higher education institutions in Jombang, Indonesia. Instruments included a 25-item readiness questionnaire, expert validation forms, and pretest-posttest assessments. Baseline results revealed the highest scores in English Skill Competency (M=3.71), Pedagogical Readiness (M=3.47), and Digital Readiness (M=3.18), whereas Reflective Readiness (M=2.91) and Community Well-being Orientation (M=2.83) lagged. Expert validation confirmed strong content validity (Aiken's V=.896). Post-intervention, the experimental group demonstrated significant gains (+1.07, t24=6.89, p<.001), outperforming the control group (+0.32) in normalized gain (0.46 vs. 0.14) and effect size (d=1.06 vs. 0.28). It shows that the experimental group displayed markedly better advancement in professional preparedness, evidenced by a moderate N-Gain score and a large effect size. Overall, ECW-DigiPro effectively supports integrated readiness profiling and reflective development, though broader trials with direct between-group comparisons are recommended.]]>
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