This study proposed an extended theory of planned behavior (TPB) to examine the factors that influence pre-service teachers’ intention to use technology-enabled learning, using constructivist pedagogical beliefs (CPB) and information and communication technologies (ICT) competencies as antecedent variables for attitudes, subjective norms (SNs), and perceived behavioral control. An online study was conducted with a random sample of pre-service teachers from 7 universities in China, and 811 validated questionnaires were obtained. The results showed that the extended TPB model explained 75% of the variance in intention; attitude, SNs, and perceived behavioral control had a positive and significant effect on intention. Furthermore, SNs had a positive and significant effect on attitude and perceived behavioral control. CPB were the antecedent variables for attitude, SNs, perceived behavioral control, and ICT competencies. ICT competencies were the antecedent variable for SNs and perceived behavioral control. Additionally, through multi-group analysis, this study found significant differences in path relationships between the lower and higher-grade groups. The effect of perceived behavioral control on intention diminished with increased grade level. The effect of SNs on perceived behavioral control reduced. The effect of CPB on attitude and perceived behavioral control on intention diminished. The effect of SNs on attitude increased. This study verified that adding the relationship between antecedent variables of theoretical factors and theoretical factors is an effective way to expand TPB and provided a reference for future studies to focus on the related intention of pre-service teachers. Furthermore, it recommends that Chinese universities should eliminate the hindering influence of CPB, ICT competencies, attitudes, SNs, and perceived behavioral control in the process of preparing pre-service teachers. They should also pay attention to the individual differences of students in different grades and the problems that arise in the existing training.

In the context of vocational education’s digital transformation, enhancing teachers’ digital literacy is critically important. However, existing research has focused primarily on external interventions such as infrastructure and training, often overlooking digital literacy as a “professional ability” requiring long-term cultivation that fundamentally depends on teachers’ internal psychological motivation. Specifically, how school support translates into improved digital literacy through teachers’ psychological states remains underexplored, particularly among vocational college teachers. To address this gap, this study proposed a serial mediation model linking school support, psychological empowerment, professional identity, and digital literacy. Data from 493 vocational college teachers revealed that school support significantly and positively predicted digital literacy. Both psychological empowerment and professional identity partially mediated this relationship, with a significant serial mediation effect also present. While professional title did not moderate the overall mediation mechanism, distinct differences emerged in the mediation pathways across title groups. These findings offer empirical support for developing stratified digital literacy training systems for vocational college teachers, with important implications for fostering high-quality, intrinsic development in vocational education during digital transformation.