The boost in the competitiveness of the teaching workforce largely hinges on the marked improvement of pre-service teachers' digital competencies. Nevertheless, there is currently a dearth of specific research exploring the relationship between prospective teachers' acceptance of technological innovation and the organizational innovation climate in conjunction with digital competencies. This research aims to bridge this gap by investigating the influential factors of strategies for enhancing digital competencies among pre-service teachers. This study delves into these competencies and their influencing factors by utilizing the SQD-6D stratagem model, a tool designed to assess six specific teaching strategies. The data were collected from 516 Chinese pre-service teachers and analyzed using partial least squares structural equation modeling (PLS-SEM). Model comparative analysis supported by five distinct models revealed compelling evidence. It was found that embracing technological innovations and fostering an innovative organizational climate are pivotal in bolstering pre-service teachers' digital proficiency. Furthermore, these two elements not only individually impact pre-service teachers' digital competences but also act as mutual mediators. This novelty framework offers valuable insights into comprehending complex dynamics associated with nurturing digital competency while providing actionable guidance for teacher educators.