## 1 Introduction
### The Aim of This Work  
This study aims to explore how digital media--specifically journalistic texts and short-form video content--can be leveraged to reimagine chemistry education in ways that align with post-pandemic educational priorities: pedagogical flexibility, contextual relevance, and active, student-driven learning. By embedding chemistry within meaningful, real-world contexts and offering creative platforms for expression, this approach seeks to foster scientific and media literacy while empowering future educators to teach chemistry in more engaging and socially connected ways.  
To this end, a case study was conducted with pre-service primary teachers who participated in two ICT-supported activities: (1) the critical analysis of digital news related to chemistry, and (2) the creation of 60 s TikTok videos explaining [PERSON]'s atomic postulates. These activities were designed not only to enhance student engagement and perceptions of chemistry but also to deepen their understanding of its societal and technological relevance.  
Throughout the intervention, students compiled digital portfolios to document, organise, and reflect on their learning processes and artefacts, providing a comprehensive view of their development. This study examines how combining these digital media activities with portfolio-based reflection supports deeper learning and the professional preparation of future science educators.  
In addition, taking into consideration the theoretical framework mentioned in Section 1.4, the ICT-supported activities developed in this study--namely the critical analysis of digital news texts, the production of short-form educational TikTok videos, and the use of digital portfolios--can be interpreted through the lens of the TPACK/TPASK frameworks [51; 52]. Each activity fosters the integration of content, pedagogy, and technology in distinct but complementary ways. The journalistic text analysis supports content and pedagogical knowledge by contextualising chemistry within SSIs, encouraging students to critically engage with real-world implications of scientific topics. TikTok video creation targets the interplay between content and technology, requiring pre-service teachers to translate disciplinary concepts (e.g., [PERSON]'s atomic theory) into engaging and accessible formats using digital media. Meanwhile, the digital portfolio serves as a metacognitive and organisational tool, enabling students to reflect on and document their learning processes across tasks--thus strengthening their technological pedagogical knowledge. Together, these tools exemplify a dynamic, integrated approach to science teacher education that cultivates both disciplinary understanding and digital teaching competence in line with 21 st-century educational challenges.  
Accordingly, this study seeks to answer the following research questions:  
* RQ1. How do pre-service teachers engage with and perceive the educational value of ICT-supported activities such as digital news analysis and TikTok video creation in chemistry education?
* RQ2. In what ways do digital portfolios support pre-service teachers' reflection in the context of these activities?