Self-efficacy for education technology standards refers to individuals’ beliefs in their ability to effectively use educational technologies, integrate them into teaching processes, and maximize their benefits. This concept is critically important for teachers and educators to adopt technology-supported teaching methods and successfully implement them. Since self-efficacy reflects an individual's confidence in themselves, high levels of self-efficacy in educators regarding technology play a positive role in enhancing student success and implementing innovative teaching methods.

Education technology standards self-efficacy aims to improve educators' knowledge and skills in line with internationally established standards. These standards typically cover areas such as the use of technological tools inside and outside the classroom, developing students’ digital literacy, creating teaching materials, and employing technologies tailored to diverse learning needs. High self-efficacy perceptions in these areas enable educators to view technology not just as a tool but as a transformative factor in the teaching process.

The purpose of this study is to determine the Education Technology Standards Self-Efficacy (ETSSE) levels of final-year students in education faculties at universities in Istanbul and to compare scores based on demographic characteristics. A total of 390 students participated in the study. The sample was limited to final-year students due to their proximity to starting their teaching careers, making it crucial for their ETSSE levels to be high. The scale developed by Simsek and Yazar (2016), consisting of 40 items and 5 sub-dimensions, was used in the study. Since the Kolmogorov-Smirnov and Shapiro-Wilk normality tests yielded p<0.05, normal distribution was not achieved, and non-parametric methods were applied. The Mann-Whitney U test was used for comparisons between two groups, and the Kruskal-Wallis test was employed for comparisons among more than three groups. The analysis results revealed significantly higher ETSSE scores among male students, those living with their families, only children, those using the internet for more than 6 hours a day, and those with social media accounts.

In conclusion, continuous professional development opportunities should be provided to increase educators’ perceptions of self-efficacy regarding education technology standards. Workshops, in-service training programs, and hands-on training on digital tools contribute to developing educators' abilities to effectively use technology. Furthermore, supporting and motivating educators while creating environments that enable their success is of great importance. In an educational environment where self-efficacy perceptions are high, equipping students with the skills required for the digital age becomes easier and more effective.

Keywords: Education Technology Standards, Self-Efficacy, University Students, Statistical Analysis.