The aim of this study is to investigate the urgency of accelerated digitalisation of learning to enhance the pedagogical competence of pre-service Arabic teachers in the post-COVID-19 era. This study used a qualitative method, and the data were collected through observation, interview, and documentation. Furthermore, the collected data were analysed with an interactive approach developed by Miles, Huberman, and Saldana. The research results show the pre-service Arabic teachers have created lesson plans based on technology, pedagogy, and content knowledge (TPACK) to cover material aspects, methods, and learning media so well. In addition, pre-service Arabic teachers have implemented teaching practices using the TPACK framework, as shown in the application of information technology-based learning media, and carry out learning evaluations using online platforms such as Quizziz, Kahoot, and Google Form, which are presented in video form learning. The results of this study indicate that the acceleration of digitalisation of learning has an impact on increasing the pedagogic competence of pre-service Arabic teachers. Therefore, as an implication, digitising learning in the form of video learning practices can be used as a medium for learning observation in the preparation program for pre-service Arabic teachers post-COVID-19 Era.