DIGITAL COMPETENCE FOR TEACHERS: A NEW PARADIGM FOR THE TRAINING OF CONTEMPORARY TEACHERS

Abstract

The study aimed to analyze digital teaching competence as a new paradigm for the training of contemporary teachers. It began with the problem of understanding how this competence could be characterized and integrated into teacher education processes in contexts influenced by digital technologies. The general objective was to identify how digital competence is configured as a structuring axis of teacher training, considering its pedagogical, ethical, and technological dimensions. The research adopted a qualitative and bibliographic approach, based on books, articles, and academic works published between 2015 and 2025. The analysis revealed that digital competence goes beyond technical mastery, constituting an essential element in redefining the teacher’s role. The results indicated that teachers who integrate technologies into their pedagogical practice act as active participants in building meaningful learning experiences, fostering innovation and inclusion in education. It was also found that consolidating this new paradigm depends on continuous training policies, institutional support, and a reflective stance toward digital culture. It was concluded that digital teaching competence represents a path toward ethical, creative, and socially engaged educational practices aligned with contemporary transformations.