TRAINING FOR THE FUTURE: DIGITAL LITERACY AS A TRANSVERSAL COMPETENCE IN CONTEMPORARY EDUCATION

Abstract

This article addresses the issue of digital literacy as a transversal competence in the context of contemporary education, from a qualitative approach, inscribed in the interpretative paradigm. Through the hermeneutical method and documentary review as an analysis technique, discourses, educational policies, and studies that show the growing need to integrate digital skills in training processes are examined. The research interprets how digital literacy transcends the technical domain to become a key competence that articulates knowledge, practices and values in the integral formation of the subject. It is argued that, in a world increasingly mediated by technologies, training for the future involves not only teaching how to use digital tools, but also fostering critical thinking, digital ethics and the ability to adapt to changing environments. The findings reveal that digital literacy should be conceived as a transversal axis, promoting more relevant education. The article concludes that the current pedagogical challenge lies in reconfiguring educational models so that they respond to the demands of a digital society, without losing sight of the humanistic sense of education.