Digital competence of teachers in primary education: challenges and perspectives

The rapid technological and digital transformation of contemporary society has profoundly reshaped educational systems and redefined the role of teachers. This paper examines the concept of digital competence among primary school teachers, with particular attention to its challenges, opportunities, and future perspectives. Digital competence is understood not merely as technical proficiency, but as the capacity to effectively integrate digital technologies into teaching, learning, assessment, and professional development. Key components of digital competence are outlined, including information literacy, communication and collaboration, digital content creation, safety, and problem-solving. Special emphasis is placed on the European DigCompEdu framework, which provides a comprehensive model for developing teachers’ digital competences across domains such as professional engagement, digital resources, teaching and learning, assessment, learner empowerment, and the cultivation of students’ digital skills. A distinction is drawn between digital literacy and digital competence, underscoring that effective teaching in the digital age requires pedagogical, ethical, and reflective use of technology rather than basic technical skills alone. The paper identifies major challenges faced by teachers, including the need for continuous professional development, careful integration of technology into instruction, and adaptation to rapidly evolving digital tools. At the same time, in the paper are highlights the potential of digital competence to foster innovative teaching practices, increase student engagement, and enable personalized learning. The conclusion emphasizes that investing in teachers’ digital competence is essential for building resilient, future-oriented educational systems capable of meeting the demands of the digital era.