Digital literacy is essential in a society immersed in digital culture, where technological
innovation facilitates communication and reduces effort. According to the UN, digital
technologies have the potential to promote equality and inclusion in education. However, both
digital exclusion and excessive use of technology can negatively impact this field, making it
urgent to reflect on digital literacy. In the study in question, the main objective is to understand
how the assumptions of digital literacy are being developed by teachers in the undergraduate
programs of the Institute of Science and Technology at the Federal University of Amazonas –
(ICET/UFAM) in their educational practices. The study outlines the following specific
objectives: to identify the concepts and competences of digital literacy; to illustrate the
development of this literacy among teachers; and to present the contributions of related
strategies and activities. Finally, it was found that teachers on undergraduate programs are
already developing digital literacy; however, there is a need to deepen the assumptions of digital
security and privacy, as well as digital fluency and citizenship. The research type includes
bibliographic, empirical, and qualitative approaches. The results indicated that the participants
are highly specialized in digital literacy and digital literacy due to their high academic
qualifications. All participants used digital resources in their educational practices, but they
demonstrated basic to intermediate competencies in digital fluency and citizenship, highlighting
the need for training in digital security, privacy, and well-being
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