Abstract

The integration of digital technology in Agricultural Science Education presents unique challenges, as pre-service teachers must develop competencies that extend beyond content mastery to include pedagogical digital proficiency. This qualitative case study explores the barriers to attaining technology and digital competencies among pre-service Agricultural Science teachers at a Malaysian public university, focusing specifically on third-and final-year students. Data were collected through semi-structured interviews with six informants and analyzed using thematic analysis. Findings reveal that while pre-service teachers possess a foundational understanding of digital technology and acknowledge its pedagogical significance, their competency and confidence levels remain moderate, characterized by limited digital pedagogical skills, technical and infrastructural constraints, and insufficient authentic practical teaching experience. Notably, a developmental progression emerged between Year 3 and Year 4 students, highlighting the critical role of sustained exposure, microteaching practice, and reflective feedback in building digital readiness; a contribution that has not been explicitly documented in the Malaysian Agricultural Science teacher education context. The study contributes a nuanced understanding of how digital competence develops progressively through structured teacher training, offering empirical evidence to inform curriculum design, institutional support mechanisms, and targeted interventions that address digital anxiety during early field experiences. By grounding its analysis within the TPACK and DigCompEdu frameworks, this research provides a theoretically informed pathway for bridging the gap between basic digital literacy and meaningful pedagogical integration, with practical implications for curriculum designers, policymakers, and teacher educators seeking to prepare digitally competent agriculture teachers for technology-driven educational environments.