This study investigated factors influencing digital competence among Vietnamese preservice EFL teachers, focusing on ICT self-efficacy, collegial collaboration, and infrastructural support. Employing a quantitative research design, data were collected from 183 final-year EFL preservice teachers across various Vietnamese universities using validated scales. Structural equation modeling was utilized to examine the relationships between variables. Results validated a four-factor model comprising digital competence, ICT self-efficacy, collegial collaboration, and infrastructural support. ICT self-efficacy emerged as a strong predictor of digital competence ([beta] = 0.43, p < 0.001), collegial collaboration ([beta] = 0.81, p < 0.001), and infrastructural support ([beta] = 0.57, p < 0.001). Collegial collaboration ([beta] = 0.43, p < 0.001) and infrastructural support ([beta] = 0.09, p < 0.05) also positively related to digital competence. The model explained 78% of the variance in digital competence. These findings underscore the importance of fostering ICT self-efficacy and collaborative learning environments in EFL teacher preparation programs, contributing to the development of evidence-based strategies for enhancing digital competence in preservice teacher education.