<![CDATA[The rapid digital transformation of education has heightened the need to develop digital competencies among pre-service teachers so they can teach effectively using technology. However, empirical evidence regarding how institutional conditions facilitate this competency development remains limited, particularly within the context of the Pre-service Teacher Professional Development Program (PPG Calon Guru) in Indonesia. This study examines the predictive relationships among curriculum coherence, e-service quality, and pre-service teachers' digital competence using the DigCompEdu framework. A cross-sectional quantitative survey was conducted with 267 students, selected via simple random sampling from a pool of 550 pre-service teachers in the Class of 2025 at Universitas Negeri Malang. Data were collected using a structured questionnaire, and analysis was performed using Partial Least Squares Structural Equation Modeling (PLS-SEM) in SmartPLS 4. The results indicate that curriculum coherence is the strongest predictor of digital competence (β = 0.759; t = 26.276; p < 0.001), while e-service quality also demonstrates a positive and significant predictive relationship (β = 0.168; t = 5.324; p < 0.001). Together, these two institutional factors explain 74.8% of the variance in digital competence (R² = 0.748), indicating high model explanatory power. These findings suggest that the implementation of a coherent curriculum and high-quality digital educational services is essential for enhancing pre-service teachers' digital competence. This study contributes to the literature by providing empirical evidence that curriculum coherence and digital service quality jointly determine digital competence, and it offers practical recommendations for improving curriculum management and Learning Management System (LMS) services in teacher education.]]>
