THE 21ST-CENTURY TEACHER: DIGITAL COMPETENCIES FOR TEACHING IN A CONNECTED SOCIETY

Abstract

The transformations brought about by digital culture have redefined teaching and learning processes, requiring new competencies for teaching practice. In a society characterized by connectivity, rapid information circulation, and the expansion of artificial intelligence, teachers are expected to go beyond content transmission and assume roles as mediators, curators, and facilitators of learning. This article aims to analyze the digital competencies required for teaching in contemporary education, discussing the challenges posed by digital culture and emerging technologies. This qualitative bibliographic study is grounded in authors who investigate network society, teacher education, multiliteracies, digital competencies, and artificial intelligence in education. The analysis demonstrates that developing digital competencies involves not only technical mastery of tools but also critical thinking, digital ethics, information curation, and pedagogical mediation. It is concluded that teacher education must incorporate a critical and human-centered perspective on technology, preparing educators to work meaningfully in increasingly connected educational environments.