Developments of Industry 4.0 require a set of multidisciplinary digital competencies for future vocational teachers, consisting of specific knowledge, motivational aspects, cognitive abilities and skills to fulfill the demands of digitally interconnected work situations. The competence model that is adapted from future work scenarios of vocational apprentices in Industry 4.0 includes attitudes towards digitization and handling of digital devices, information literacy, application of digital security standards, virtual collaboration, digital problem solving as well as a demonstration of reflective judgment of one’s actions in an interconnected and digital environment. Structural equation modeling was used to assess N = 205 pre-service vocational teachers between 18 and 35 years of age. The findings indicate the relationship of the proposed dimensions, measured through external- and self-assessments validate the proposed structure of the multidisciplinary digital competencies. However, attitude towards digitization can predict the self-efficacy of the relevant Multidisciplinary Digital Competencies but not the actual achievement in an external assessed scenario. Nevertheless, this study confirms that self-assessed multidisciplinary digital competencies can predict achievement in an external and qualitative-assessed competence test. Fit indices show an acceptable model conception, the reliability and construct validity of the model were confirmed. Findings suggest that the attitude towards digitization and the application of digital security standards are important, whereas the ability to solve digital problems seems to have a weak relation to the general multidisciplinary digital competencies of pre-service vocational teachers.

工业4.0的发展需要未来职业教师具备一套多学科数字能力，包括特定知识、动机方面、认知能力和技能，以满足数字互联工作环境的需求。适应工业4.0职业学徒未来工作场景的能力模型包括对数字化的态度和数字设备的处理、信息素养、数字安全标准的应用、虚拟协作、数字问题解决以及反思判断的展示一个人在互联和数字环境中的行为。采用结构方程模型对N  = 205 名 18 至 35 岁的职前职业教师进行了评估。研究结果表明，通过外部和自我评估衡量的拟议维度之间的关系验证了拟议的多学科数字能力结构。然而，对数字化的态度可以预测相关多学科数字能力的自我效能，但不能预测外部评估场景中的实际成就。尽管如此，这项研究证实，自我评估的多学科数字能力可以预测外部和定性评估能力测试中的成绩。拟合指数显示了可接受的模型概念，证实了模型的可靠性和结构有效性。研究结果表明，对数字化的态度和数字安全标准的应用很重要，而解决数字问题的能力似乎与职前职业教师的一般多学科数字能力关系较弱。