Technology has become essential in 21st-century education, serving as a critical component of learning inside and outside the classroom, enabling students to become independent learners and enhancing teaching and learning (Ahmadi, 2018; Gilakjani, 2017; Wiraningsih & Santosa, 2020). Teachers should have Digital Literacy (DL) skills and use its techniques to help their students learn how to solve problems in digital environments, given the fast-paced development of digital technologies (Sadaf & Johnson, 2017). Teacher education programs (TEPs) are crucial in equipping teachers with pedagogical skills, content mastery, and effective integration of technology into their teaching practices, specifically for pre-service teachers (PSTs) before they interact with students (Jan, 2017). However, regardless of the increasing interest in DL in educational policy, many teachers feel unprepared to effectively support their students' development of DL skills (Sadaf & Johnson, 2017). According to Windiarti et al. (2019), teachers are still facing numerous challenges when attempting to use e-learning in their lessons. Thus, it is vital that teacher education programs assist PSTs in their ability to support the effective use of DL in their future classrooms. Also, understanding the PST's perception of their own DL level can be important for policymakers and TEPs to enhance the curriculum. Thus, this study seeks to identify the role of current technology-related courses on PST's comfort with their DL level and readiness to use it in their future classrooms.