The rapid shift towards hybrid learning and teaching has highlighted the need for effective eLearning platforms to prepare pre-service teachers for future educational demands. This study investigates the role of Blackboard Ultra, an advanced learning management system, as a digital frontier strategy to equip pre-service teachers with the skills needed for successful participation in hybrid curriculum practice. The aim of this research is to explore how Blackboard Ultra fosters digital literacy, adaptability, and pedagogical innovation among pre-service teachers, aligning with the growing emphasis on blended learning approaches. Grounded in the Technological Pedagogical Content Knowledge (TPACK) framework, this study integrates the intersections of technology, pedagogy, and content knowledge, emphasising the importance of these elements in developing teachers who are prepared to navigate the complexities of hybrid teaching environments. The TPACK framework guides the investigation of how digital tools like Blackboard Ultra can enhance pre-service teachers' readiness to effectively merge traditional and online teaching practices. A qualitative methodology was employed, involving ten pre-service teachers enrolled in a teacher education program. Participants were purposefully selected and engaged in a semester-long course utilising Blackboard Ultra for both content reading and interaction. Data were collected through observations of participant engagement with the platform. The findings indicate that Blackboard Ultra enhanced the participants' digital competency, adaptability to hybrid teaching models, and capacity for engaging students in diverse learning environments. However, challenges such as initial unfamiliarity with the platform and digital infrastructure limitations were also noted. The implications of this study suggest that consistent exposure to and training in digital platforms like Blackboard Ultra are essential for preparing future teachers for hybrid curriculum practice. The study concludes by recommending the integration of eLearning strategies into teacher education programmes to ensure pre-service teachers are adequately equipped for future educational challenges.

Keywords: Blackboard Ultra, Hybrid learning, Pre-service teachers, e-learning, Technological Pedagogical Content Knowledge, curriculum practice.