Abstract
The integration of digital technologies in teacher education is essential for preparing pre-service teachers to effectively use technology in modern classrooms. This study examines the impact of a semester-long, project-based multimedia course on pre-service mathematics teachers’ digital literacy, instructional design self-efficacy, and behavioral intentions to integrate technology into teaching. A mixed-methods approach was used, incorporating survey data from 51 participants and qualitative analysis of open-ended responses. Structural equation modeling results indicate that experiences with video generation significantly predict behavioral intentions, both directly and indirectly, through instructional design self-efficacy. In contrast, experiences with book creation and technological pedagogical knowledge were not significant predictors of behavioral intentions. Mediation analysis confirmed that instructional design self-efficacy partially mediates the relationship between video generation and behavioral intentions, underscoring the importance of hands-on multimedia engagement in fostering confidence in instructional design. Moderation analysis revealed that prior teaching experience may amplify the effect of selfefficacy on behavioral intentions, though this effect was marginally significant.