<![CDATA[The growing demand for digitally competent science teachers has positioned digital pedagogy as an important component of contemporary chemistry teacher education. In chemistry learning, digital technologies play an important role in helping students understand abstract concepts, molecular representations, and symbolic processes. However, previous studies focus on digital skills, with limited attention to pedagogy in chemistry teacher education. This study aimed to examine the predictive relationships among pedagogical orientation, pedagogical practices, and digital pedagogical competencies among pre-service chemistry teachers in Islamic universities in Indonesia. A survey was conducted with 158 pre-service chemistry teachers from seven Islamic universities, and the data were analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The findings revealed that pedagogical orientation significantly influenced pedagogical practices (t = 28.761) and digital pedagogical competencies (t = 2.399), while pedagogical practices also significantly affected digital pedagogical competencies (t = 8.390). The structural model explained 69.1% of the variance in digital pedagogical competencies (R² = 0.691), indicating a substantial predictive effect. Among the examined variables, pedagogical orientation emerged as the strongest predictor of digital pedagogy. Practically, the findings suggest that chemistry teacher education programs should strengthen pedagogically meaningful uses of digital technologies, including visualization tools, simulations, and interactive learning platforms.]]>
