Digital technology has significantly transformed education, requiring teacher educators to develop robust digital competencies to navigate 21st-century classrooms. Digital competence, defined by the European Commission's DigComp framework, includes information and data literacy, communication and collaboration, digital content creation, safety, and problem-solving. These competencies include designing digitally enriched lessons, facilitating collaborative online learning, critically evaluating digital resources, and fostering a safe, inclusive digital learning environment. However, challenges persist, such as inadequate infrastructure and limited training opportunities, particularly in developing countries like India. The National Educational Policy (NEP) 2020 emphasises the integration of technology across all educational levels, emphasising the need for teacher educators to serve as exemplary models in utilising digital tools. The National Professional Standards for Teachers (NPST) also serve as a foundation for designing pre-service teacher education programs. This study aims to evaluate the digital competence, including technical skills, pedagogical use of digital tools, communication, and professional development of teacher educators, and bridge the gap between their skills and pre-service teachers' expectations, enhancing the quality of teacher education. Using survey data, the study evaluates these areas through mean scores, standard deviations, and scale reliability (Cronbach's alpha). Teacher educators demonstrate strong digital literacy, using multimedia and online platforms effectively. They integrate digital tools into pedagogy but need improvement in critical thinking, collaborative learning, and technical troubleshooting. The study concludes that while teacher educators demonstrate considerable strengths in digital competence, targeted professional development, enhanced feedback mechanisms, and the sharing of best practices are essential to address gaps and foster consistency.