Teacher professional development has undergone a rapid transformation in the past decade, with digital literacy emerging as a cornerstone for effective pedagogical innovation. This study presents a bibliometric analysis of peer-reviewed literature published between 2015 and 2025, focusing on the intersection of digital literacy and teacher training. Using data from the Web of Science Core Collection, the study identifies influential authors, institutions, and geographic regions contributing to this field.

VOSviewer is employed to map co-occurrence networks, thematic clusters, and keyword evolution, revealing three main research directions:
(1) integration of digital competencies into teacher education curricula,
(2) policy-driven initiatives for ICT adoption in schools, and
(3) emerging pedagogies facilitated by digital tools.

Temporal trend analysis highlights the shift from early focus on basic ICT skills to more sophisticated themes such as AI literacy, online safety, and digital ethics. The study also contrasts contributions from developed and developing contexts, offering insights into capacity gaps and equity issues in teacher training. Findings are discussed in relation to the Sustainable Development Goal 4 on quality education, with recommendations for policy frameworks that ensure equitable access to digital literacy training. This research contributes to the discourse on sustainable and inclusive teacher development in the digital age.

Keywords: Digital literacy, Teacher professional development, teacher training.