TEACHERS’ DIGITAL COMPETENCE: TRAINING PATHS FOR THE CRITICAL AND CREATIVE USE OF ICTs IN THE CLASSROOM

Abstract

This article discusses teachers’ digital competence as a fundamental element for the critical and creative use of ICTs in the classroom, considering that digital culture has directly influenced the ways of teaching, learning, and producing knowledge. The objective was to analyze theoretical foundations of teachers’ digital competence and to identify training paths capable of strengthening more intentional, reflective, and innovative pedagogical practices in the school context. Methodologically, this is a narrative literature review with a qualitative approach, based on the analysis of studies on teacher education, digital culture, pedagogical use of technologies, and curricular integration of ICTs. The results indicate that teachers’ digital competence involves not only technical mastery, but also planning, mediation, resource curation, assessment, and ethical use of technologies. It was also evident that initial and continuing education plays a decisive role in developing these competencies, especially when it goes beyond the instrumental use of tools and promotes critical reflection, creativity, and pedagogical authorship. The study concludes that investing in training paths focused on teachers’ digital competence contributes to more meaningful practices aligned with the demands of contemporary education.tência digital docente. Formação de professores. TICs.