In the context of digital transformation in education, digital competence is one of the significant essential requirements for future teachers. This study surveyed and analyzed the digital competence structure of 1439 pre-service teachers in different regions of Viet Nam. We utilized a self-assessment questionnaire based on the Digital Kids Asia-Pacific (DKAP) framework, with references to TPACK (Technological Pedagogical Content Knowledge), DigComp (Digital Competence Framework for Citizens), and DigCompEdu frameworks. The dataset provided detailed information on each participant’s self-evaluated digital proficiency in five categories, along with demographic variables such as gender and subject specialization. The core of this data file locates itself in such potential to inform teacher training programs and educational policy by offering evidence on prowess and weakness in future teachers’ digital competence.