This study investigated primary-level pre-service teachers’ (PSTs) intentions and digital competence for using digital technology in their professional practice in Ireland. Utilising the Theory of Planned Behaviour, the research examined self-reported attitudes, subjec- tive norms, and perceived behavioural control as predictors of PSTs’ intentions. It also explored the role of digital competence as a predictor. Data from 300 final-year PSTs, collected using validated scales (I-TEL and DigCompEdu), indicated high intentions but pre- dominantly beginner digital competence levels. Attitude towards use emerged as the strongest predictor of intention, followed by perceived behavioural control. Despite a positive correlation with intention, digital competence did not significantly enhance the prediction model. Given European policy interest in emerging tech- nologies, these findings hold global implications for Initial Teacher Education (ITE). They highlight ITE’s need to prioritise improving PSTs’ attitudes and beliefs about digital technology, alongside developing their digital competence, to meet educational man- dates and enhance classroom practice.