The rapid digitization of education has necessitated a paradigm shift in teacher preparation programs worldwide. Future educators are required not only to possess solid subject knowledge but also to demonstrate a deep understanding of digital literacy and the capacity to integrate technology effectively into practical teaching contexts. This study examines how Dong Nai University in Vietnam responds to these demands by analyzing its strategies for preparing education students to teach effectively in digitally mediated learning environments. Employing a qualitative case study approach, data were collected through semi-structured interviews, curriculum analysis, and classroom observations. The findings reveal that while digital competencies are increasingly emphasized in the curriculum, significant challenges remain, including inadequate infrastructure, limited faculty training, and inconsistent pedagogical application of technology. The study underscores the importance of systemic support, continuous professional development, and alignment with international digital competency frameworks. The implications of this research extend beyond the local context and contribute to broader discussions on reforming teacher education in the digital era.