European countries have been actively developing teachers' digital competence in response to modern educational reforms (Hrytsenchuk et al., 2018). In-service teacher training programs in ICT have been implemented across various European countries, utilizing digital educational resources, platforms, and professional networks (Hrytsenchuk et al., 2018; Ovcharuk et al., 2020). Considering this context, this study aims to characterise the teacher training processes that took place within the scope of the Digital Transition Plan for Schools in Portugal (Presidency of the Council of Ministers, 2020) and its alignment with the European Action Plan for Digital Education (2021-2027) (European Commission, 2020). These initiatives are framed within the UN’s 2030 Agenda and UNESCO’s guidelines on the humanistic use of emerging technologies (UNITED NATIONS, 2015), such as artificial intelligence in education (Chen et al., 2020; Huang et al., 2021, UNESCO, 2024).

The Portuguese school digitalisation program framed by the digital transition plan includes the provision of individual equipment for students; mobile connectivity; the development of digital resources; and investment in training teachers through a digital training plan. Despite this sizeable financial investment and the commitments made at the policy level, several studies pointed to the teachers´ lack of confidence in integrating digital technologies in the classroom, mainly related to the lack of preparation to keep up with recent technological developments and the feeling of not being able to develop innovative pedagogical practices (European Schoolnet, 2024; Trindade & Ferreira, 2022; Monteiro et al., 2021; Baptista et al, 2024).

Considering the above, the focus of the study is guided by the following research question: How do policies and initiatives under the Digital Transition Plan for Schools in Portugal navigate the tension between a technicist and a humanist approach, and to what extent do they address teachers' confidence and readiness to integrate digital technologies in the classroom?

The theoretical framework guiding the analysis draws on Feenberg’s (2003) critical theory of technology, the DigComp and DigComp 2.2 frameworks (Redecker, 2017; Vuorikari et al., 2022), and discussions on social justice in education (Fraser, 2009).

From a methodological perspective, the study involved a documentary analysis (Bowen, 2009; Braun, 2002; Yin, 2014) of key digital technology frameworks, complemented by observations of teaching practices in primary education. These observations focused on teachers who participated in professional development programmes related to digital technologies.

The findings highlight a top-down, centrally managed approach led by the Portuguese Ministry of Education, resulting in large-scale training for non-higher education teachers. While this process has had a positive impact on teachers’ digital competence development, a contradiction remains between the dominant technicist perspective and a more humanistic vision of digital technologies, which emphasises personalisation in teaching and learning (Monteiro, et. al., 2022). Although the initiative includes diagnostic tools such as “Check-In” assessments and the design of a Digital Development Action Plan for each school or school cluster (PADDE), the prevailing approach tends to prioritise efficiency over pedagogical transformation (European Schoolnet, 2024).

The results underscore the need to discuss current models of teacher training, ensuring they reflect the diverse cultures of schools and foster a shift in teachers’ conceptions and practices. Such a transformation highlights the importance of promote a training environment that contribute to develop a teacher’s curricular mindset that meets and respects student diversity, creating inclusive educational environments. In sum, the prioritizing a humanist perspective centred on the well-being of students and teachers, and their relationship with the educational community: great challenge of digital transformation for inclusive education lies in the paradigm shift in teacher training, linking it to professional contexts, prioritizing a humanist perspective centred on the well-being of students and teachers, and their relationship with the educational community.

The present study complements and extends the research conducted by Monteiro et al. (2024) by using the same theoretical framework to analyze educational documents. However, the focus shifts to teacher training. The documentary analysis (Denscombe, 2014) includes international and European policies related to digital education. This analysis was supplemented by six classroom observations to address the research question. These observations were conducted in six classrooms across three primary schools in northern Portugal between 2022 and 2023 to identify teachers' practices with digital technologies in the classroom.. Additionally, informal conversations with teachers and school leaders, as well as information disseminated by the media and social networks in Portugal during the same period, were considered. Regarding the documentary analysis, the following documents and frameworks were examined: a) User Empowerment through Media and Information Literacy: Responses to the Evolution of Generative Artificial Intelligence (UNESCO, 2024); b) DigComp 2.2: The Digital Competence Framework for Citizens (Vuorikari et al., 2022); c) European Commission’s Digital Education Action Plan 2021-2027 (European Commission, 2020); d) Portugal’s Digital Transition Plan, Axis 1 (Presidency of the Council of Ministers, 2020). The documentary analysis followed these steps: a) Selection of policy documents and references in accordance with the study’s objectives. b) Coding and categorization of thematic data based on Feenberg’s framework. c) Interpretation of the data to extract meaning and understand the implications of the findings within the research context. The document analysis was guided by Feenberg’s (2003) framework, which classifies technology along two axes: Vertical axis: Neutral vs. Value-laden Horizontal axis: Autonomous vs. Humanly controlled From the neutral perspective, technology is seen as a set of causal mechanisms without intrinsic purposes, serving different ends depending on its user. Conversely, the value-laden perspective holds that technology embodies values that influence its use and its impact on society. From the autonomous perspective, technological evolution follows its own trajectory, with individuals merely adapting to its progression. In contrast, the humanly controlled perspective asserts that people have the agency to shape technological development and influence the future of technology according to their intentions.

The findings reveal that the Digital Transition Plan for Schools in Portugal has led to large-scale training initiatives aimed at developing teachers’ digital competences. While these efforts have had a positive impact, a tension remains between a technicist approach, which prioritises efficiency and digital literacy, and a humanist perspective, which emphasises pedagogical transformation and the personalisation of teaching and learning (Monteiro et al., 2022). Returning to the research question, the results indicate both progress and limitations. The initial assessment process positively contributed to individual and collective reflection on teachers’ digital competences and the school digitalisation process. However, despite the availability of training programmes tailored to different competence levels, the prevailing approach remains primarily technical, with limited emphasis on pedagogical innovation (European Schoolnet, 2024). Consequently, while improvements in digital competences are evident, they are not yet significantly reflected in the transformation of teaching practices. The documentary analysis highlights a tension between human-centred European values and the need for efficiency, economic competitiveness, and responsiveness to rapid societal changes, reflecting an instrumentalist logic. In this context, UNESCO (2024) combines critical theory (empowerment of users) with instrumentalism (technology as a tool for specific goals). Meanwhile, the Digital Education Action Plan and the European Parliament employ critical theory to promote equity and social inclusion. In contrast, the Portuguese Digital Transition Plan predominantly follows a technicist vision, although it incorporates elements that could support a more humanist approach. Ultimately, the challenge of digital transformation for inclusive education lies in redefining teacher training paradigms. Moving beyond a purely skills-based perspective, training must be embedded in professional contexts and prioritise a humanist vision—centred on the well-being of students, teachers, and the broader educational community.

Baptista, C., Fernandes, P., & Monteiro, A. M. R. (2024). Utilização de tecnologias digitais na sala de aula no 1.º ciclo do ensino básico e a transformação digital dos professores. Caderno Seminal, 50. Bowen, G. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40. Braun, V. & Clarke, V. (2013). Successful qualitative research: a practical guide forbeginners. Sage Publications Chen, L., Chen, P., & Lin, Z. (2020). Artificial intelligence in education: A review," in IEEE Access, 8, 75264-75278. Denscombe, M. (2014) The good research guide: for small-scale social research projects. Open University Press - McGrw-Hill Education. European Commission. (2020). Digital education action plan 2021-2027: Resetting education and training for the digital age. EUR-Lex. European Schoolnet (2024). Portugal’s digital transition strategy for education. https://erte.dge.mec.pt/sites/default/files/noticias/rapport-case-study-portugal.pdf Feenberg, A. (2003). What is philosophy of technology? Komaba. Fraser, N. (2009). Scales of justice: Reimagining political space in a globalizing world.Columbia University Press Hrytsenchuk, O. O., Ivaniuk, I. V., Kravchyna, O. Y., Malytska, I. D., Ovcharuk, O. V., & Soroko, N. V. (2018). European experience of the teachers’ digital competence development in the context of modern educational reforms. Information Technologies and Learning Tools, 65(3), 316-336. Huang, J., Saleh, S., & Liu, Y. (2021). A review on artificial intelligence in education. Academic Journal of Interdisciplinary Studies, 10(3), 206-217. Monteiro, A., Mouraz, A., & Dotta, L. (2021) Veteran teachers and digital technologies: myths, beliefs and professional development, Teachers and Teaching, 26:7-8, 577-587. Monteiro, A., Moreira, J. A., & Marinho, P. (2024). Educação para a cidadania digital de jovens na cultura midiática em Portugal: um olhar a partir de políticas internacionais e europeias . Quaestio, 26, e024048. Ovcharuk, O., Ivaniuk, I., Soroko, N., Gritsenchuk, O., Kravchyna, O. (2020). The use of digital learning tools in the teachers’ professional activities to ensure sustainable development and democratization of education in European countries. E3S Web Conf. Presidency of the Council of Ministers, 2020. Portugal’s Action Plan for Digital Transition. Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu. In Y. Punie (Ed.), Joint Research Centre (JRC) Science for Policy report. European Union. Trindade, S., & Ferreira, J. (2022). Relação entre formação docente e tecnologias digitais: um estudo na Educação Básica Portuguesa.FAEEBA- Educação e Contemporaneidade, 31(65), 302-317. UNESCO. (2024). User empowerment through midia and information literacy responses to the evolution of GAi. UNESCO. United Nations. (2015). Transforming our world: The 2030 agenda for sustainable development. United Nations