It is a truth of today's world that there is a growing investment in advancing technological opportunities in education. The literature contains a substantial quantity of research on the integration of digital educational settings that contribute to the development of higher education institutions. However, actual data linking key factors like TPACK (technological pedagogical content knowledge) level and ideas of teaching and learning science is still lacking in the literature. For this purpose, the study was designed to find out how a digital environment affects the development of TPACK. Twenty pre-service chemistry teachers (PCHTs) were chosen for this investigation using the convenience sampling methodology. Mixing qualitative and quantitative methods to collect, analyse, and evaluate data was used in this study. The study's results showed that digital intervention had an impact on how PCHTs used their digital abilities and instructional techniques. It was also found that TPACK scores predicted the association of PCHTs' technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK), which eliminated deficiencies in these areas of knowledge as well as in the understanding of TPACK in favor of the synch group. Because of synchronous instruction, students seemed to talk to each other more and build learning experiences that helped each other. Synchronous meetings helped more PCHTs and TPACKs grow. The synch environment helped to develop the relationship between TK, PK, and CK and PCK. In this study, it is recommended that PCHTs have a basic understanding of what digital tools are. Also, the findings of this study are expected to theoretically and practically contribute to the integration of TPACK in online sync and async systems.