The increasing integration of digital technologies in education has made digital pedagogical skills a fundamental competency for teachers. This study examines the influence of digital pedagogical skills on teaching effectiveness among pre-service teachers, incorporating digital self-efficacy as a mediating variable. A quantitative research design using Structural Equation Modeling (SEM) was employed. Data were collected from 250 pre-service teachers through validated instruments. The findings revealed that digital pedagogical skills significantly predict teaching effectiveness (β = 0.52, p < 0.001) and also influence self-efficacy (β = 0.60, p < 0.001), which in turn affects teaching effectiveness (β = 0.41, p < 0.001). The model demonstrated a good fit (CFI = 0.94, RMSEA = 0.05). The study highlights the importance of integrating digital pedagogy into teacher education programs and provides implications for curriculum design and policy development.