Cloud computing technologies offer diverse benefits to designing dynamic and engaging learning environments for teachers and students. Integrating different cloud computing technologies into educational practices has significantly changed different pedagogical approaches educators use in the classroom. the TPACK model provides intricate interactions in educational contexts involving technology, pedagogy, and content knowledge. This study explores the effectiveness of cloud computing techniques in digital pedagogy through the lens of the Technological Pedagogical Content Knowledge (TPACK) model. The major objective of the study is to investigate the extent to which cloud computing strategies align with the TPACK model in facilitating effective digital pedagogy. In this study, 30 Pre-service trainees were selected as a sample by using a purposive sampling technique. An experimental study was conducted along with a single-group pretest-intervention -post-test design. To implement the intervention cloud-based technologies were used to prepare the instructional package consisting of the modules related to the effectiveness of digital pedagogy aligning with the TPACK framework. To analyze and interpret the collected data, the “t” test was used. It was concluded that cloud computing strategies in education have significantly affected the digital pedagogy of pre-service teachers regarding the TPACK model.