DIGITAL COMPETENCE IS NOT JUST TECHNICAL: A READING OF THE EUROPEAN FRAMEWORK DIGCOMPEDU

Abstract

This text analyzes digital teacher competencies in the post-pandemic context, using the European Digital Competence Framework for Educators (DigCompEdu) as a reference. The research is based on the observation that Emergency Remote Learning (ERE), instituted during the COVID-19 pandemic, created structural gaps in teacher training and accelerated the inclusion of digital resources in pedagogical practice. In this context, the concept of OnLIFE Education is discussed, which proposes a hyperconnected ecology between the physical and digital worlds, requiring new epistemological stances. The six areas and twenty-two competencies of DigCompEdu are examined, highlighting it as a tool for self-reflection and continuous professional development. The results point to the need to rethink the role of the teacher as a curator and co-creator of innovative practices, as well as the urgency of public policies that support critical and collaborative digital training. It is concluded that strengthening teachers' digital competencies is essential to transforming the use of technologies into meaningful, ethical, and emancipatory pedagogical mediation.