<![CDATA[The problem in this research lies in the suboptimal teaching readiness of prospective elementary school teachers in the digital era. This condition results from a lack of integration among material mastery, educational technology competency, and professional attitudes in pedagogical practice. This research aims to analyze, evaluate, and test. The influence of material mastery, educational technology competency, and professional attitude on teaching readiness and the moderating role of Pedagogical Content Knowledge (PCK). This study is quantitative and employs a causal-correlational design. The subjects were 355 elementary school student teachers, who also served as trial subjects through saturated sampling. Data were collected using a Likert-scale questionnaire that had been tested for validity and reliability. Data analysis used multiple linear regression and Moderated Regression Analysis (MRA). The results showed that all three variables simultaneously had a significant effect on teaching readiness, while they partially varied in their influence. PCK was shown to significantly moderate and strengthen the relationships among variables and to increase the model's predictive power. The conclusion of this study confirms that teaching readiness is not only determined by competency mastery, but by the integration of competencies through PCK. The implications of this study emphasize the importance of strengthening PCK in the education of prospective teachers.]]>
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