Abstract: The purpose of this study is to identify aspects related to teachers' digital competencies in the pre-university system. A questionnaire was administered to 100 teachers across primary and secondary schools, focusing on: current practices in using digital platforms and tools, teachers’ level of training and digital competence, and their perceptions of the impact of digital media on the teaching process. Findings indicate that while many teachers are aware of and employ digital resources, their use remains limited and uneven. Teachers demonstrate knowledge of essential digital skills, such as the critical evaluation of resources, ethical use of information technologies, and openness to continuous professional development. However, gaps remain in consistent application, access to infrastructure, and confidence in integrating new tools into everyday teaching. These findings highlight the need for targeted and continuous professional development programs, improved digital infrastructure, and institutional support to strengthen teachers’ digital competence and ensure the effective integration of digital media in foreign language education.
Alimehmeti et al. (2025) studied this question.