<![CDATA[This study examines the effectiveness of integrating Deep Learning (DL) and Realistic Mathematics Education (RME) in strengthening the Technological Pedagogical Content Knowledge (TPACK) of pre-service mathematics teachers. The study employed a sequential explanatory mixed-methods design. The quantitative phase involved 27 undergraduate students in the Mathematics Education program at Universitas Muslim Nusantara Al-Washliyah, who completed TPACK pre-tests and post-tests. The qualitative phase included in-depth interviews with 12 selected participants to explore their learning experiences and explain the quantitative findings. We analyzed quantitative data using descriptive statistics and paired-samples t-tests, and used interview findings to contextualize the observed score changes. The quantitative results showed improvements across all three measured outcomes. The mean overall TPACK score increased from 3.244 to 4.189, with a paired-samples t-test result of t(26) = 96.91, p < .001. The TPCK mean increased from 3.033 to 4.244, t(26) = 57.95, p < .001, the largest increase of 1.211. The TPK mean increased from 3.181 to 4.122, t(26) = 38.23, p < .001. Qualitative findings indicated that participants perceived digital tools as helpful in supporting mathematical modeling, organizing RME learning activities, facilitating discussion and reflection, and connecting mathematical contexts with formal representations. The study contributes empirical evidence on the potential of integrating technology-supported learning activities with RME to strengthen the technological and pedagogical dimensions of mathematics teacher education.]]>
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