The Fourth Industrial Revolution, characterized by the proliferation of Artificial Intelligence (AI), is transforming the educational landscape and calls for educators who are not only digitally proficient but also cognitively adaptive. This study investigated the relationship between digital competence and attitudes toward AI among pre-service teachers, with mindful attention awareness examined as a mediating variable. Using a descriptive survey design, data were collected from 428 pre-service teachers from government and government-aided colleges across three regions of Punjab, selected through stratified random sampling. Three standardized instruments were used, including the Digital Competence Scale, the Mindful Attention Awareness Scale, and the Attitudes toward Artificial Intelligence Scale. Correlation analysis revealed significant positive associations between digital competence, mindful attention awareness, and attitudes toward AI among pre-service teachers. Given the role of mindfulness in enhancing cognitive and emotional readiness for technology use, mindful attention awareness was explored as a potential pathway linking digital competence to attitudes toward AI. Regression analysis showed that both digital competence and mindful attention awareness significantly predicted attitudes toward AI, jointly explaining 79.6% of the variance. Path analysis confirmed a significant effect of digital competence on attitudes toward AI ([beta] = 0.535), with a substantial portion mediated by mindful attention awareness. These results highlight the importance of integrating development of both technological proficiency and mindful attention awareness in teacher education to prepare reflective, AI-ready educators.