DIGITAL COMPETENCE FOR TEACHERS: CHALLENGES AND POSSIBILITIES

Abstract

The research aimed to understand how digital teaching competence was configured as both a challenge and a possibility for developing more dynamic, inclusive, and meaningful pedagogical practices. Its general objective was to analyze the challenges and possibilities of digital teaching competence in the contemporary educational context. The study was conducted through bibliographic research with a qualitative approach, based on the analysis of books, chapters, and articles published between 2022 and 2025. The results showed that the lack of infrastructure, insufficient teacher training, and the gap between educational policies and school reality were the main obstacles to the integration of technology in teaching. However, it was observed that active methodologies, hybrid practices, and the creative use of digital media enabled new ways of teaching and learning, fostering autonomy and collaboration among teachers and students. The analysis also indicated that self-training and collaborative learning in digital environments became important strategies for strengthening digital competence. It was concluded that the consolidation of this competence depends on continuous training policies, investments in infrastructure, and the appreciation of reflective practice. Furthermore, the need for further studies on the relationship between technology, teacher education, and pedagogical innovation was recognized.