Abstract
This study describes the profiles of information literacy (IL), technology literacy (TL), and digital literacy (DL) among pre-service science teachers as an indicator of their readiness for teaching in the technology-driven education era. Employing a quantitative descriptive design, the study involved 146 first-year students from the Department of Mathematics and Science Education at the University of Mataram, selected via purposive sampling. Data were collected using validated and reliable questionnaires adapted from UNESCO (2010) and Greenstein (2012) frameworks. The findings revealed that the majority of students (ranging from 67.08% to 74.94% across the three domains) were classified at the basic and proficient levels. The highest achievement areas were recognizing information needs (IL), technical proficiency (TL), and safety (DL). Conversely, the lowest scores were recorded in storing and retrieving information (IL), legal and ethical aspects (TL), and digital problem-solving (DL). Overall, the results indicate that while pre-service science teachers possess solid foundational skills in technical and safety aspects, they still lack depth in ethical awareness, information application, and creative problem-solving using digital tools. This suggests a need for targeted interventions to enhance their advanced digital competencies.