CONTINUOUS PROFESSIONAL DEVELOPMENT OF TEACHERS IN THE USE OF DIGITAL INFORMATION AND COMMUNICATION TECHNOLOGIES

This study aims to analyze strategies for continuous professional development that enhance the pedagogical use of Digital Information and Communication Technologies (DICT) in Education, considering teachers’ needs and the improvement of student learning. It is an integrative literature review, comprising studies published between 2017 and 2025 in national and international databases. Descriptors combined with Boolean operators and predefined inclusion and exclusion criteria were applied, resulting in a final selection of works addressing training models, practices, and institutional conditions for the integration of DICT. The findings indicate that effective professional development programs present a balanced integration of pedagogical, technological, and content knowledge, continuous support after training, and context-based collaborative practices. Institutional obstacles, unequal access to resources, and cultural resistance were identified as factors that hinder the full implementation of technologies in education. The effectiveness of continuous professional development in DICT depends on integrated approaches aligned with the school context and supported by educational policies that ensure infrastructure, technical support, and opportunities for teacher collaboration. The results provide insights for school networks and training institutions to design more consistent actions, contributing to digital equity, pedagogical innovation, and the strengthening of teaching practice.