TECHNOLOGIES AND THE FEAR OF TEACHING IN THE DIGITAL ENVIRONMENT

Abstract

The study addressed the difficulties faced by teachers in integrating digital technologies into the school curriculum, emphasizing the fear of teaching in digital environments and the insecurities associated with technological culture. It aimed to answer the question about the main challenges and insecurities experienced by teachers regarding the use of technologies in education. The general objective was to analyze these challenges, considering formative, structural, and emotional aspects that influence teaching practice. The methodology was based on bibliographic research supported by authors who discuss digital education and contemporary pedagogical practices. The analysis showed that resistance and fear arise not only from a lack of technical skills but also from structural deficiencies, insufficient continuous training, and limited institutional support. It was concluded that overcoming these insecurities requires effective public policies, pedagogical support, and the strengthening of teachers’ confidence. The findings highlighted that integrating technology demands a reflective educational culture that values experimentation and positions the teacher as an essential agent in the digital transformation of education.