Digital Competence of Teachers in PALOP Countries

This study investigates the challenges and prospects for teacher training and qualification in digital skills in Portuguese-speaking African Countries (PALOP), considering structural, pedagogical, and institutional factors that influence this process. The research, of a qualitative and bibliographic nature, analyzes how teachers are being prepared to integrate technologies into teaching, identifying barriers such as lack of infrastructure, absence of continuous training programs and resistance to the adoption of ICT in pedagogical practice. In addition to problematizing these obstacles, the study discusses possible solutions, highlighting the need for public policies that promote a digital culture in schools, as well as strategies that encourage collaborative and contextualized teacher training. It is concluded that teacher digital competence is a fundamental element for the modernization of teaching in PALOP and that its construction depends on initiatives that go beyond technical training, including the valorization of the teacher as a protagonist of educational transformation.