## 3 Results
For example, many teachers expressed a desire for more training in specific digital tools and strategies, as well as concerns about the digital divide among students. These qualitative insights provide a valuable context for interpreting the quantitative findings and highlight the need for targeted support and resources for teachers. Specifically, qualitative feedback revealed that teachers feel underprepared in areas such as 'digital content creation' and 'innovative teaching methodologies', which directly reflects gaps in DigCompEdu competencies and aligns with the article's objective of identifying areas needing immediate attention. To provide greater clarity, the open-ended responses were thematically grouped into three main areas of need: (1) the desire for more training in the use and creation of digital content; (2) the need for concrete strategies to implement ICT-based active learning methodologies; and (3) concerns about digital safety, especially regarding student data protection and identity management. These categories reflect the areas in which teachers most frequently expressed uncertainty, and they align directly with the quantitative findings, reinforcing the urgency of targeted professional development in these domains. While the study reveals the widespread adoption of digital platforms across educational institutions, the findings indicate that teachers lack adequate training for their effective and efficient utilization. This disparity between infrastructure availability and professional competency presents a significant challenge in contemporary education. Regarding digital resource implementation, nearly 90% of teachers incorporate online materials in their instruction. However, only 50% create or adapt materials specifically for online platforms, indicating a substantial gap between content utilization and content creation capabilities. This finding underscores an urgent need for comprehensive ICT training programs focused on enabling teachers to develop and adapt digital content. Such training is essential not only for enhancing educational value but also for preventing the potential widening of the digital divide among students from different socio-educational backgrounds. Figure 4 illustrates teachers' current disposition toward implementing active learning methodologies integrated with ICT tools in response to education's digital transformation. The analysis reveals encouraging data: more than 53% express immediate willingness to adopt these approaches, while an additional 40% would embrace them contingent upon receiving appropriate training. This positive attitude aligns with research indicating the importance of effectively incorporating digital technology into teaching methodologies [16]. These findings collectively suggest a transformative opportunity in education, where teachers' receptiveness to digital integration coexists with clear needs for targeted professional development. Addressing these needs could significantly enhance educational outcomes through improved digital competency and more effective technology integration in pedagogical practices. This research has identified three critical questions regarding digital education implementation:  
First, the extent of teachers' preparedness for digital instruction and innovative pedagogical techniques. Second, whether current financial investments effectively target the enhancement of teachers' digital competencies and the integration of ICT tools to improve educational quality. Finally, the availability of resources and expertise necessary for teachers to develop and implement high-quality digital content on learning platforms. Figure 4: Would you be willing to introduce active learning methodologies, accompanied by ICT tools and based on the digital transformation of education? These questions emerged as fundamental considerations in understanding the current state of digital education.