Towards transformative teaching: digital tools and professional learning communities in secondary education

Abstract

Currently, education systems face the challenge of transforming teaching to meet the demands of the 21st century. This article explores a theoretical framework and proposes a model for the pedagogical integration of digital tools, articulated through Professional Learning Communities (PLCs), in order to promote transformative teaching oriented towards the holistic development of students. It employs a qualitative approach of theoretical and documentary review, based on national and international references such as the Framework for Digital Teaching Competencies (CPEIP, 2024), UNESCO guidelines, and OECD reports on high-quality teaching. The analysis demonstrates that PLCs constitute an effective strategy for enhancing teacher collaboration, distributed leadership, and pedagogical reflection on the use of digital technologies. It concludes that the pedagogical integration of technology, supported by professional communities, fosters more innovative, collaborative, and conscious teaching practices that reflect its role in contemporary educational transformation.