This presentation describes two sequential studies that investigated the impact of specific instructional strategies and course design features on pre-service teachers' (PSTs') self-efficacy beliefs in their technological pedagogical knowledge (TPK) and technological content knowledge (TCK). In the first study, PSTs used action plans, SMART goals, personal learning networking, and peer teaching within a first-year education technology course to map and develop their knowledge. Pre- and post-course self-audit surveys were administered to evaluate the new course design and to assess PSTs' perceived self-efficacy to support their students’ use of information and communication technologies (ICT), including robotics and digital technologies. Results showed a significant increase in PSTs' confidence, particularly in supporting their use of robotics and digital technologies with large effect sizes (r > .5). The second study focussed on the use of the self-audit instrument to guide PSTs' self-directed learning across 10 defined technology categories. The self-audit aimed to enhance PSTs’ agency and confidence in applying technological pedagogical and content knowledge (TPACK). Comparison of pre- and post-course responses revealed significant increases in PSTs' self-assessed confidence across all technology ability categories (effect sizes: .42 to .82). The survey's utility extended to providing customised reports to each PST, identifying their technology learning needs and fostering self-directed learning. Overall, these studies contribute to our understanding of how instructional strategies, course design features, and self-audit surveys impact PST' self-efficacy beliefs and technological pedagogical knowledge. The findings offer practical implications for teacher educators seeking to equip PSTs with the confidence and skills necessary for effective technology integration in educational settings.