ABSTRACT The rapid integration of technology into the field of education has made digital competence a important skill for prospective teachers. In modern classrooms, student-teachers are expected not only to implement digital tools but also to regulate their learning behaviors appropriately. Among the various components of self-monitoring of learning. self-monitoring plays a important role in enabling individuals to evaluate and adapt their actions, which in turn promotes. The meaningful use of technology for teaching and learning. The present study aims to examine the level of digital competence among B.Ed student-teachers and to examine its relationship with their self-monitoring ability. A sample of 200 B.Ed 2nd year studentteachers, consisting of 100 males and 100 females, was selected through stratified random sampling from teacher education institutions. The descriptive survey method was employed for data collection. Standardized scales measuring self-monitoring and digital competence were administered to the participants. The results showed that B.Ed student-teachers showed an average level of digital competence. Comparisons of both sexes found no significant difference in terms of digital competence and self-monitoring between male and female student-teachers, which implies equal readiness for both genders. There was a significant positive association between digital competence and self-monitoring, suggesting that people with more self-regulation skills are likely to make better use of digital learning environments. The study suggests the need to include digital pedagogy, self-regulated learning skills and reflective teaching processes in the B.Ed program to enhance teacher readiness and competency in the digital age. Keywords: Digital competence, Self-monitoring, B.Ed student-teachers, Teacher education, Meta cognition, ICT Skills