The education systems, financial circumstances, and societal structures of our century expect educators to possess the most important characteristic: the ability to guide students who are highly digitally competent and keep themselves up to date. The “Sustainable Development Goals (SDG 4)” emphasized by the According to the United Nations highlight the necessity of continuously updating teacher competencies for quality and inclusive education. Establishing music teachers’ “digital competencies” on a sustainable basis depends on combining technical skills with a pedagogical vision. Therefore, thoroughly examining music teachers’ digital competencies in light of international standards and the TPAC model is critical to ensuring the sustainability of digital transformation at both the institutional and individual levels. This study, which examines digital literacy as an important part of sustainable education in music education, has examined the digital skills of music teachers in Turkey within the scope of international digital literacy frameworks and the TPAC approach. Digital skills have been related to the status of teachers’ professional practices, teaching-learning processes, assessment approaches, and the support of students’ digital literacy. The research concluded that music teachers’ digital competency levels are at the “explorer” level, meaning they are individuals who are aware of digital technologies and conduct research to develop themselves in this area.
Keywords: digital competence; music teachers; teacher training; educational technologies; TPAC