A Critical Review of the Interrelationship Between Perfectionism and Digital Competence Development Among B.Ed Student-Teachers in Higher Education Ecosystems

Digitalization in higher education has changed the role of the teacher in teacher education and raised the need for digitally competent teachers, given the rapidly changing educational landscape in the present times. It is evident that the use of technology has become an important utility in teaching, learning, and interaction; as such, digital competence is now regarded as one of the important professional skills required for pre-service teachers. In addition to institutional and technological factors, psychological factors have an impact on the development of digital competence. Among these variables, perfectionism has emerged as a key, yet under-researched, variable impacting learning behavior, motivation, self-regulation, and technology engagement. The present study critically explores the relationship between perfectionism and digital competence development in higher education ecosystems for B.Ed student-teachers. A systematic and critical review methodology was used, with principles oriented to screening using PRISMA. The relevant studies were retrieved from databases such as Scopus, Web of Science, ERIC, Google Scholar, and SAGE Journals from 1990 to 2025. A total of 58 studies were found by a search of the databases. 21 studies were included after screening and exclusion procedures for thematic synthesis and critical analysis. The results suggest that some types of perfectionism, such as self-oriented perfectionism, can have a positive effect on digital competence by fostering persistence, organized learning, reflection, and motivation to achieve. Maladaptive perfectionism, particularly socially-prescribed perfectionism, however, has been linked with anxiety, fear of failure, avoidance behavior, and a decreased desire to try out new digital technologies. The review also emphasizes the importance of institutional support, an assessment culture, mentoring practices, and a psychologically supportive digital environment on the relationship between perfectionistic tendencies and the development of digital competence. The study ends with the conclusion that perfectionism is a psychological process that is both enabling and limiting in the context of digital learning. Thus, teacher education programs need to incorporate psychological readiness, reflection on teaching, and supportive digital practices into technological training to develop future teachers that are resilient, confident, and digitally competent.