The widespread use of digital technology has brought new ethical challenges to the field of education. As future educators, the digital ethical literacy of primary and secondary pre-service teachers is crucial to the overall development of students. This study used questionnaire survey method and logistic regression model to analyze the influencing factors of digital ethical literacy of primary and secondary pre-service teachers. The study was conducted in Southwest China, and a total of 1524 questionnaires were collected, with a valid sample of 1466 and an effective rate of 96.19%. The study constructed an ordered multicategorical logistic regression model to test the influence of variables such as teachers’ personal characteristics, educational background and work environment on digital ethical literacy. The results showed that the factors influencing digital ethical literacy were ranked as follows: level of education, years of professional study, target teacher title, subject taught, number of trainings, monthly income, region taught, province taught, class structure, and number of students. Mathematics teachers had the highest digital literacy, with a mean value of 4.21; urban teachers’ digital literacy (4.12) was higher than that of counties and towns (4.01) and rural teachers (3.67); and those who had received more than 10 trainings had the highest digital literacy, at 4.35. This suggests that improving pre-service teachers’ digital ethic literacy requires strengthening professional education and training, paying attention to regional differences, increasing practical experience, and conducting targeted trainings. This study is of great significance for improving the digital ethics literacy training system for pre-service teachers and promoting educational equity.
