This study aims to examine the relationship between digital literacy and scientific reasoning skills among pre-service teachers, with a particular focus on the moderating role of academic achievement. The sample consists of 207 pre-service teachers enrolled in a faculty of education located in western Turkey, selected through a convenience sampling method. The Digital Literacy Scale developed by Ng (2012) was used to assess participants' digital literacy levels, while the Scientific Reasoning Scale by Drummond and Fischhoff (2017) was employed to measure their scientific reasoning skills. A hypothesized model was proposed to explain the relationships among the variables and tested using moderation analysis techniques.

The results indicate that both academic achievement (B = .37, SE = .12, p < .05) and scientific reasoning (B = .66, SE = .25, p < .05) significantly and positively predict digital literacy. The model accounted for 10% of the variance in digital literacy, which was found to be statistically significant. When examining the moderating effect of academic achievement, the interaction between academic achievement and scientific reasoning was found to be a statistically significant predictor of digital literacy (B = -2.54, SE = 0.80, p < .05).The findings will be discussed in relation to the existing literature, and implications will be provided for researchers and practitioners in the field of teacher education

Keywords: Digital literacy, scientific reasoning skills, academic achievement.