Introduction:
Digital Technologies (DT) are increasingly integrated into educational practices, requiring teachers to develop digital competencies (DC). These competencies encompass the knowledge, skills, and attitudes necessary for leveraging digital resources to solve educational problems. The study aims to identify the potential and challenges DC pose for pedagogical planning, especially within the context of higher education in Brazil​​.

Teacher Digital Competencies:
Competencies are defined as the set of knowledge, skills, and attitudes that allow individuals to address problem situations. DC specifically refers to the ability to use digital tools effectively in educational settings. The development of DC is crucial for educators to innovate and enhance their teaching practices. Previous studies, such as those by Behar (2019) and Silva (2022), highlight the importance of integrating DC into the educational process​​.

Methodology:
The study employed a qualitative, exploratory approach, focusing on a case study involving 27 professors from a Brazilian public university. These professors participated in a 40-hour training course on DC. Data were collected through an online questionnaire featuring both open and closed questions aimed at understanding the challenges and potential of DC in pedagogical planning. Content analysis, as proposed by Bardin (2011), was used to analyze the responses​​.

Analysis and Discussion of Results:
The training course on Digital Educational Materials, conducted virtually via Google Meet, revealed several insights into the potential and challenges of DC for pedagogical planning. Key findings were organized into four categories: two potentialities and two challenges.
Technological Challenges: Teachers face difficulties selecting appropriate tools, managing virtual classrooms, and acquiring the necessary equipment. These challenges highlight the need for better support and resources to effectively integrate digital tools into teaching practices.

Methodological Challenges:
Many educators lack preparation in using digital resources and integrating them into classroom activities. There is a significant demand for structured training programs that can help teachers develop these skills.
Potential for Pedagogical Planning: DC can enhance pedagogical planning by enabling the integration of active methodologies and new tools. Effective planning guided by DC can lead to more dynamic and engaging educational experiences.
Potential for Teacher Training: Continuous professional development focused on DC is crucial. Training programs should motivate educators to adopt new technologies and teaching methods, addressing the evolving demands of the educational landscape​​.

Final Considerations:
The study concludes that DC can significantly contribute to the planning and implementation of teaching activities. By fostering closer interactions between teachers and students through the use of technologies, educators can create more effective and engaging learning environments. The study underscores the importance of ongoing training and support for teachers in developing their digital competencies to meet the challenges of modern education​​.

Keywords: Digital competencies, Higher education, pedagogical planning.