Teachers’ digital competence development

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The integration of technology into educational processes

Author: Yogel Alberto Ruas Amaya

Technology has transformed education by democratizing access to knowledge, personalizing learning, and promoting new methodologies such as the hybrid model. Despite its benefits, it requires teacher training and attention to challenges like privacy and digital dependency to ensure effective and equitable integration.

Between Northern Lights and Digital Clicks: Why Teaching Is Also About Continuing to Learn (V.8, N.7, P.8, 2025)

Author: UFABC Embrace Team

The article highlights the importance of continuous teacher training, using Finland and the international EMBRACE project as examples. The initiative promotes inclusive and collaborative learning ecosystems in Brazil, Colombia, and Europe, fostering teacher development through technology, internationalization, and co-creation tailored to diverse contexts.

Between the human and the artificial: towards a digital teaching approach based on the generative dialectic of AI

Author: Kadier Torres Molina

This article explores AI-assisted digital teaching through the lens of digital dialectics. It highlights how human-AI interaction can foster critical thinking, argumentation, and knowledge construction, while warning against cognitive sedentarism. Emphasizing ethical use, it presents AI as a human extension that should support—not replace—deep, reflective learning.

Tutor Training of the Embrace Project at Ifes

Between May and December 2024, Ifes implemented tutor training under the Embrace Project, enhancing teachers’ digital and pedagogical skills through MOOCs. The initiative fostered educational innovation and workplace alignment, empowering educators as multipliers of modern teaching practices across campuses, with strong participant engagement and promising long-term impact.

EMBRACE UFABC team’s continuing teacher training experience

The EMBRACE project, funded by EACEA, focuses on modernizing higher education by enhancing teacher training in digital pedagogy, integrating CLIL and ePedagogy approaches. Through international collaboration and active learning strategies, UFABC participants developed digital competences and adapted global practices to local needs, emphasizing inclusion, accessibility, and student-centered methodologies for lasting educational transformation.

Transforming Learning: Designing Cognitive Activities through Bloom’s Taxonomy and Technology Tools

The article explores how the design of cognitive activities based on Bloom’s Taxonomy, combined with technological tools, transforms learning. It sets clear and measurable objectives at each cognitive level, from basic comprehension to critical evaluation, encouraging dynamic learning aligned with desired competencies.

Faculty Development and Training for Global Digital Learning Initiatives

The fast evolution of digital technologies is transforming higher education, highlighting the need for ongoing professional development in global digital learning. Faculty must be trained in digital pedagogy, cross-cultural collaboration, and emerging technologies to create engaging, inclusive, and flexible online learning experiences across international contexts.

Empowering Educators: Transforming Teaching through the EMBRACE Professional Development Program

The EMBRACE Professional Development Program enhances digital and pedagogical skills of higher education teachers in Brazil and Colombia, addressing gaps exposed by the COVID-19 pandemic. The initiative promotes teacher training, inclusive digital learning, and collaboration with the European DigCompEdu framework. Initial feedback highlights the program’s rich content, accessibility challenges, and its potential for transformative educational change.

Copyright in the Age of Artificial Intelligence: Challenges and Opportunities

The article examines the legal and ethical challenges posed by artificial intelligence (AI) in relation to copyright. It addresses the debate on the authorship of AI-generated works, possible legal reforms and their impact on the creative industry, highlighting the need for new regulations to balance technological innovation and intellectual property protection.

Dynamic Tests for Assertive Formative Assessment

This paper explores the use of generative artificial intelligences to create dynamic tests in formative assessments. Through personalized quizzes, immediate feedback is facilitated, allowing the teacher to adjust his or her teaching in real time. This innovative methodology improves students’ understanding, catering to their individual needs and fostering deeper and more meaningful learning.

Per(courses) of researchers in teacher training: possibilities and challenges for institutional transformation in education and technologies

Thus, the following sections present actions coordinated by the researchers, such as training courses, workshops and events, which culminated in the approval of the international research project Erasmus Capacity Building Higher Education “EMBRACE – Education Modernization Brazil, Colombia, Europe – the new era of digital higher education cooperation, valid from 2023 to 2026, in which, in addition to UFABC, other Higher Education Institutions (HEIs) from Brazil, Finland, Portugal and Colombia participate.