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All participants compiled their work into digital portfolios, which served as both a reflective and integrative tool. A post-course Likert-scale questionnaire (N = 77) revealed high overall satisfaction with the methodology, with 94.8% valuing the news analysis activity and 59.7% finding TikTok particularly engaging. Despite some limitations regarding access to technical infrastructure, the findings indicate that incorporating Information and Communication Technology (ICT) in this manner supports motivation, meaningful learning, and the development of key teaching competencies. This case study contributes practical insights into ICT use in science education.engAttribution-NonCommercial 4.0 Internationalhttp://creativecommons.org/licenses/by-nc/4.0/journal article2076-3417https://doi.org/10.3390/app15147711https://www.mdpi.com/2076-3417/15/14/7711https://www.mdpi.com/journal/applsciopen access007.5001.3137.091.6372.8554:37.02371.13Chemistry educationChemical educationSocioscientific issuesICT in chemistry educationICT in chemical educationPre-service teacher chemistry trainingDigital mediaTikTokDigital portfoliosCienciasEnseñanza de las cienciasQuímicaFormación del profesoradoSistemas de información23 Química5801 Teoría y Métodos Educativos5801.01 Medios Audiovisuales5801.07 Métodos Pedagógicos5803.02 Preparación de Profesores6306.07 Sociología de Los Medios de Comunicación de Masas5910.02 Medios de Comunicación de Masas