DIGITAL SKILLS OF BASIC EDUCATION TEACHERS: CHALLENGES FOR THE PEDAGOGICAL INTEGRATION OF TECHNOLOGIES AND ARTIFICIAL INTELLIGENCE

Abstract

The pedagogical integration of digital technologies and Artificial Intelligence (AI) in basic education has become one of the main challenges of the 21st century. This article presents a narrative literature review based on the analysis of 41 national and international documents published between 2008 and 2025, aiming to identify the main obstacles, strategies, and potentialities related to the development of teachers’ digital competences. The results indicate that initial and continuing teacher education remains a central issue, often limited to instrumental approaches that are disconnected from school realities. Structural problems such as poor infrastructure and regional inequalities also persist as recurring barriers, while innovative experiences during the Covid-19 pandemic highlighted both weaknesses and possibilities for pedagogical reinvention. The literature further emphasizes AI’s potential to personalize learning, automate administrative tasks, and foster inclusion, while simultaneously warning about ethical risks related to privacy, algorithmic transparency, and equity. It is concluded that the consolidation of pedagogical innovation ecosystems requires integrated public policies, institutional support, and teacher protagonism, while future research should deepen empirical analyses in public schools, conduct longitudinal studies, and promote international comparisons capable of contextualizing Brazil’s challenges and advances in the global scenario.