Teacher Training: The Fragile Link in Digital Transformation in Education

The recently released TIC na Educação 2024 survey reveals a troubling contradiction in the Brazilian educational landscape: while digital technologies are rapidly advancing in schools, teacher training to handle them is not keeping pace. Only 54% of teachers participated in any training on digital technologies in the last 12 months, a significant drop from the 65% recorded in 2021 during the pandemic. Even more alarming is that 77% of teachers identify lack of training as the main obstacle to using technology in the classroom.

Even more alarming is that 77% of teachers identify lack of training as the main obstacle to using technology in the classroom.

This training gap becomes even more critical in light of the arrival of Artificial Intelligence in schools. While 43% of teachers already use generative AI tools to prepare educational content — a proportion that reaches 58% among high school teachers — only 33% of students have been taught to identify errors and biases in these materials. This discrepancy reveals that educators are adopting technologies without the necessary preparation to mediate their use critically and responsibly. Among teachers who participated in continuing education, only 59% had access to training on AI in educational activities, and even fewer — 39% — on computing, programming, or robotics.

The challenge extends to digital education as a whole. Although 75% of teachers address topics such as cyberbullying and online discrimination with their students, fundamental subjects such as data privacy, algorithms, and digital protection are covered by fewer than 40% of teachers. The situation worsens in municipal schools, where 86% of teachers report a lack of adequate training. Paradoxically, 64% of teachers needed to support students in sensitive online situations in the last 12 months, demonstrating that demand for guidance exists, but educators lack systematic preparation to meet this growing need.

The survey also shows that teachers acknowledge the value of training when they receive it. Among teachers who participated in training programs, 76% stated that they contributed significantly to the adoption of new teaching methods, and 67% highlighted the impact on guiding students about critical and safe use of technologies. In municipal schools, the proportion of teachers who worked on mental health and digital technology topics jumped from 55% in 2021 to 86% in 2024, demonstrating that investment in training produces concrete results. The path forward requires robust public policies that prioritize continuous educator training, not only in technical aspects but especially in critical pedagogical mediation of digital technologies.

All the data from TIC na Educação 2024 points to a very clear fact: there is no shortage of teachers willing to transform their pedagogical practices. What they lack is the systematic support they deserve. As long as our educators continue navigating frequently alone, we will be wasting the transformative potential of technologies in education. The question is not whether we should invest in teacher training, but how much longer we can wait to make this a priority in the strategic planning of pedagogical products.