TEACHER TRAINING AND DIGITAL SKILLS IN THE AGE OF DATAIFICATION: A CRITICAL-SYSTEMIC ANALYSIS OF THE INTERACTIONS BETWEEN ARTIFICIAL INTELLIGENCE, EDUCATIONAL GOVERNANCE, AND TEACHING PRACTICE
DOI:
https://doi.org/10.66104/5nyz8e97Keywords:
Teacher education; Teachers digital competence; Digital culture; Pedagogical innovation; Educational policy; Teacher professional development.Abstract
This study critically analyzes the development of teachers’ digital competencies within the context of contemporary educational culture, examining the tensions between demands for technological innovation and the structural, training, and institutional conditions that shape pedagogical practice. Based on a qualitative approach of a theoretical-analytical nature, the article conducts a systematic review of recent literature (2020–2025), using criteria inspired by the PRISMA protocol, and includes works indexed in databases such as SciELO, ERIC, CAPES, and Google Scholar. The final corpus consisted of studies selected based on criteria of theoretical relevance, methodological rigor, and adherence to the field of critical education. The results show that teachers’ digital competence constitutes a multidimensional phenomenon that transcends the technical-instrumental domain and involves pedagogical, epistemological, institutional, and political dimensions. It is found that initial teacher education presents structural limitations in the articulation between technology, pedagogy, and teaching practice, while continuing education, although recognized as strategic, tends to occur in a fragmented, decontextualized manner and guided by prescriptive logics. Furthermore, systemic barriers to technological integration have been identified, such as inadequate infrastructure, a lack of institutional support, and the persistence of traditional school cultures. The analysis indicates that innovative pedagogical practices emerge not from the mere incorporation of technologies, but from pedagogical intent, teacher autonomy, and the collective construction of knowledge within communities of practice. It is concluded that the development of teachers’ digital competencies requires structural public policies, critical and sustainable training models, as well as a redefinition of teachers’ professional identity in light of the dynamics of the digital society. The study contributes by shifting the debate from an instrumental dimension to a systemic and critical approach, offering theoretical and analytical insights for the formulation of more equitable and context-specific educational policies and practices.
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Copyright (c) 2026 Luiz Fernando Ridolfi, Andréa da Silva Santos Leite, Luciana Maria Nickel Candeias, Wadiswava Dias Rezende Dominick Figueiredo, Graziani Vasconcelos Zanfolin, Charles Alves Correia, Emanuele Martins Teles, Maria José Cunha Freire Mendes
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