<p>This study investigated factors affecting teachers’ self-efficacy in teaching science using a digital program that combines digital tools with traditional pedagogies. The results show that teachers who received technology-integration training reported higher self-efficacy, technology competence, TPACK (technological-pedagogical knowledge) and openness compared to those without training, indicating that technological skill and TPACK have a positive effect on self-efficacy. Structural equation models revealed that teachers’ attitudes influence self-efficacy through mediating variables such as TPACK and openness, with openness to innovations a key factor. For digital teaching programs to be successful, it is crucial to invest in content pedagogical technological knowledge, professional development that encourages openness and adequate resources. The study indicates that high-quality technological training is necessary for pedagogical success in the digital age, requiring well-equipped, technologically skilled teachers with subject-matter expertise. This study contributes to a broader thesis that examines science teachers’ perceptions of self-efficacy, emphasizing its significance in contemporary education. By prioritizing teacher training that develops technological competence, TPACK and openness to innovation, educational institutions can effectively support teachers in the digital age and improve their self-efficacy in teaching science.</p>