CONTINUING TEACHER EDUCATION IN THE FACE OF DIGITAL TRANSFORMATIONS: TEACHING COMPETENCIES FOR HYBRID LEARNING, ARTIFICIAL INTELLIGENCE, AND MEANINGFUL LEARNING IN BASIC EDUCATION

Abstract

Continuing teacher education in the face of digital transformations is the central theme of this study, developed through a descriptive qualitative literature review aimed at analyzing the teaching competencies required for the implementation of hybrid learning, the critical use of artificial intelligence, and the promotion of meaningful learning in Basic Education. The research is based on the analysis of recent scientific publications, educational policies, and theoretical frameworks related to pedagogical innovation, digital culture, and professional teacher development. The findings indicate that continuing professional development plays a fundamental role in strengthening teachers' digital, pedagogical, and socio-emotional competencies, fostering more flexible, collaborative, and student-centered educational practices. The study also found that the planned use of artificial intelligence can contribute to personalized learning, improved assessment processes, and continuous monitoring of student progress, provided that it is guided by critical teacher mediation and ethical principles in the use of digital technologies. It is concluded that the consolidation of an educational model aligned with contemporary demands depends on public policies, continuous investment in teacher professional development, and the recognition of teachers as key agents of educational innovation, promoting more inclusive, meaningful, and effective learning experiences in the digital era.