Key Concepts of Didactics in University Teacher Training in the Digital Age

Abstract

The digital transition in higher education is driving profound shifts in pedagogical practices and university teacher training. Far from being limited to the technical mastery of tools, the success of this transformation relies on the integration of fundamental didactic concepts adapted to the digital context. This article presents and analyzes key didactic concepts within digital environments and proposes pathways for structuring university teacher training within this new pedagogical framework.