DIGITAL SKILLS OF TEACHERS AND THEIR IMPACT ON LEARNING

Abstract

This article aims to analyze teachers' digital competencies and their impact on learning, considering the transformations brought about by digital culture in the educational field. The study was developed through bibliographic research, with a qualitative approach, based on the analysis of scientific articles, books, and official documents related to teacher training, the pedagogical use of digital technologies, and teaching and learning processes. The discussion shows that teachers' digital competencies are not limited to the technical mastery of tools, but encompass pedagogical, critical, ethical, inclusive, and formative dimensions, fundamental for the qualified mediation of knowledge in contemporary contexts. The results indicate that, when articulated with pedagogical intentionality, these competencies favor student engagement, methodological diversification, personalized teaching, increased accessibility, and the strengthening of meaningful learning. On the other hand, the study also points to persistent challenges, such as weaknesses in initial and continuing training, inequalities in access to technologies, and difficulties in the effective integration between digital resources, curriculum, and pedagogical practice. It is concluded that the development of teachers' digital skills is an essential element for the quality of education and for the consolidation of more reflective, inclusive pedagogical practices that are consistent with the demands of the present time.