From Technological Exposure to Pedagogical Engagement: A Case Study of Pre-Service Teachers’ Digital Profiles and Methodological Orientation

(1) Background: Pre-service teachers enter university with extensive digital experience, yet this familiarity does not guarantee pedagogically grounded ICT integration. (2) Objective: This study examines the sociodemographic profile, digital trajectory, ICT perceptions, and methodological orientation of 295 students in the Primary Education Degree and the Secondary Education Teacher Training Master’s program at CES Don Bosco, a Spanish university. (3) Method: A quantitative, descriptive-correlational, cross-sectional design was used, combining non-parametric statistics with cluster analysis and multiple regression. (4) Results: Teaching specialization was significantly associated with age profile (χ2(1) = 67.46, p < 0.001, φ = V = 0.478). Daily ICT exposure showed a weak, negligible association with tool familiarity (ρ = 0.155, p = 0.008), and no asymmetry emerged between the technological and methodological repertoires once expressed proportionally (Wilcoxon Z = 1.32, p = 0.186, r = 0.08). Cluster analysis identified two digital profiles differing not in tool familiarity but in how experience was acquired. Regression showed specific ICT training, not daily exposure, modestly predicted methodological orientation (R2 = 0.055). (5) Conclusions: Findings do not support a large technology–pedagogy gap; deliberate training, not passive exposure, predicts methodological orientation. As a single-institution case study, results should not be generalized beyond this context.