Аннотация
The increasing role of technology in education underscores the need for strong digital literacy skills among teachers. However, assessing these skills in pre-service teachers remains an under-researched area. This study employed a quantitative approach with the help of RStudio, analyzing 664 articles (2015-2024) to investigate trends and patterns in digital literacy assessment for teacher education. The analysis revealed a robust field with a 5.07% annual growth rate and strong author collaboration (only 58 single-authored works). Average citations per document (24.08) indicated impactful research, with China emerging as a leading contributor. Beyond mere skills testing, keyword analysis uncovered broader research themes like education, e-learning, and digital technologies. Network analyses further highlighted the interdisciplinary nature of the field. This study emphasizes the need for comprehensive assessment tools encompassing the multifaceted aspects of digital literacy to ensure teacher students' preparedness for the modern educational landscape.