Digital competences in the training of history teachers represent a critical dimension of contemporary professional development, situated at the intersection of digital educational transformation and the teaching of the historical discipline. This pedagogical analysis explores ways in which the integration of information and communication technologies (ICT) into the training of history teachers can improve the quality of the instructional-educational process and respond to the needs of digital-native student generations.

The study presents a comprehensive approach to the digital competences required by history teachers, starting from the European DigCompEdu framework and adapting it to the specific needs of history as a discipline. The analysis highlights existing gaps in the Romanian educational system, where history teachers score lower than the European average in managing digital resources, collaborative learning, and evidence-based assessment. These deficiencies are aggravated by regional and demographic disparities, as teachers in rural areas score lower than those in urban environments.

The reviewed continuing training programs emphasize the importance of developing digital pedagogical competences through collaborative approaches, practical learning, and ongoing institutional support.

The practical implications of the study include recommendations for developing training programs adapted to the specifics of history teaching, creating tools for assessing digital competences, and implementing support strategies for the integration of technologies into history education.