Following the PRISMA methodology, this systematic literature review addresses instruments that utilize the TPACK framework in studies conducted from 2017 to 2023. The review focuses on pre-service teachers across all subjects and school types and the facet of selecting digital resources (dRs). The latter was identified as a research gap in existing TPACK reviews. The novelty of the review lies in several key findings. First, consistent with previous reviews, self-report instruments remain the most commonly used for TPACK instruments. Second, reviewing the existing TPACK instruments indicated that selecting dRs is assessed in only about a third of the instruments. If so, it is inconsistently linked to TPACK components. However, when the facet of selecting dRs is included, the rationale for selection is consistent with the TPACK component definitions. Third, the analysis of the dRs studied in TPACK assessments underscores the developmental nature of dRs and highlights the need to cultivate and evaluate the digital competence facet of selecting dRs. Notably, dRs that promote “self-regulated learning” and learner “collaboration” showed a small but increasing trend. Fourth, evaluating the reasoning behind selecting dRs when assessing pre-service teachers is empirically underrepresented. Additionally, concise TPACK assessments utilizing open-text prompts to evaluate pre-service teachers’ rationale for selecting dRs are methodically and empirically underrepresented. In contrast, two TPACK rubrics that examine the alignment of dRs to learning content and teaching strategy have become the de facto standard when assessing lesson plans and observations.