<![CDATA[This study examines digital pedagogy among Indonesian pre-service chemistry teachers, with particular attention to patterns across pedagogical orientation, pedagogical practices, and digital pedagogical competence.. A descriptive-comparative quantitative survey design was employed, involving 158 respondents from seven Islamic teacher education institutions in Indonesia. Data were collected using a self-assessment instrument and analysed through descriptive statistics and independent-samples t-tests. The findings revealed a generally positive profile of digital pedagogy. Pedagogical orientation received the highest mean score (M = 3.59), followed by pedagogical practices (M = 3.58), while digital pedagogical competence recorded the lowest score (M = 3.53). Item-level analysis showed that respondents were more confident in supporting students through communication, participation, and positive classroom relationships than in designing learning through inclusive planning, assessment design, educational data use, and technology-supported evaluation. No statistically significant differences were found by gender or number of digital tools used (p > .05). The study suggests that digital pedagogy develops unevenly across domains. While pre-service teachers appear relatively well prepared to support students, they may be less prepared to design learning experiences that are inclusive, assessment-informed, and pedagogically purposeful. These findings highlight the need for chemistry teacher education programs to move beyond generic technology training and provide more structured opportunities for design-oriented, discipline-specific, and inclusive digital pedagogy development.]]>
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