Information and Communication Technology (ICT) is increasingly developed and widely applied in education. Accordingly, teacher-training schools are continually improving pre-service teachers' ICT capacity. However, studies on ICT integration for pre-service teachers are still scattered. In this article, the author conducts a comprehensive systematic review of studies on ICT integration for pre-service teachers using bibliometric analysis techniques. Data from the Scopus database comprising 415 studies were analyzed using VOSviewer and Biblioshiny. In addition, the research designs used in the 10 most-cited articles were analyzed. The research results show that the first studies in this field appeared in 1997, but the number of publications has increased rapidly since 2018. Australia, Turkey, and Spain are the most influential countries in this field, while scholars from Belgium, Finland, and Singapore are among the most productive authors. The authors tend to publish in sources that are not highly ranked in Scopus. Research topics related to ICT integration of pre-service teachers can be classified into three main trends, including the use of ICT tools in higher education institutions under the impact of COVID-19, ICT integration models for professional development in teacher education, and research assessing the understanding and capacity of ICT integration and digital transformation of pre-service teachers at universities. This study analyzed the research trends on ICT integration of pre-service teachers to closely monitor the rapid development of this research area.