Abstract—This research-to-practice full paper presents findings from a student-centered seminar tailored to address a reported gap in digital competence training in the teacher education program at the University of Vienna. The course was designed to impart digital competencies through the collaborative development of digitally enriched Open Educational Resources (OER) on topics of computer ethics. Students gained digital skills, practiced critical thinking toward technological developments, and gathered teaching experience through simulated teaching lessons. Embedded in Participatory Action Research (PAR), data was derived from Reaction Sheets, paired pre/post surveys, peer evaluations, researcher notes, and the testing of selected OER in simulated classroom settings and subsequently in school lessons. The mixed-methods evidence shows improvements across multiple DigComp 3.0 domains, including content creation, safety, and problem solving, as well as growing confidence with digital tools. Course evaluation and qualitative feedback indicate that the learning environment was perceived as supportive and motivating, with a strong emphasis on collaboration. Reaction Sheets consistently highlighted the open atmosphere and opportunities for hands-on experimentation as key elements of the learning experience. Together, the results suggest that this seminar format—integrating OER development with teaching practice and tool experimentation—is a promising approach for strengthening digital competences in pre-service teachers.

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