<![CDATA[Objective: To identify and analyze: (1) the impact of pre-service training for non-civil-service (non-ASN) faculty members on the enhancement of teaching skills; (2) the constraints encountered in its implementation; (3) training methods requiring improvement; and (4) the influence of institutional policy and technological support on the effectiveness of the program and its contribution to supporting SDG 4 (quality education). Method: A qualitative case study design was employed. Data were collected through in-depth interviews, observations, and document analysis. The data were analyzed through data condensation, data display, and conclusion drawing or verification. Results: The findings show that pre-service training positively contributes to non-ASN faculty members’ teaching confidence, pedagogical competence, instructional-planning ability, and capacity to implement active-learning strategies. However, limited training duration, insufficiently interactive learning methods, inconsistent institutional support, and unequal technological access constrain its effectiveness. Pre-service training should be redesigned as a practice-oriented, interactive, technology-supported, and institutionally sustained program to ensure that it generates meaningful and lasting improvements in non-ASN faculty members’ teaching practice. Novelty: Offering an integrated, context-specific analysis of pre-service training for non-ASN faculty members by linking teaching-skill development with implementation barriers, training-method renewal, institutional policy, and technological support. It reframes pre-service training not simply as a procedural requirement, but as a professional-development mechanism whose effectiveness depends on the alignment of training design, participant needs, institutional commitment, and digital learning infrastructure.]]>
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