Over the past decade, digital competence has been gradually introduced in universities, assessment tests. During the same period, the term was subjected to political processes that led to the description of digital skills as one of the five basic skills for a university. The term has also been the subject of several academic definition processes. What was common to innovations in both politics and academia was the digital competence of students, which was mainly understood as a conceptualized end product. A special feature of a teacher's digital competence is that there are few studies and texts describing what it should consist of, i.e. competencies that allow the teacher to develop students ' digital skills by working with the material of the subject. In this sense, teacher education is the most important for the development of digitally competent teachers.
The legal obligation to implement digital tools in all HEIs is a challenge for many teachers, as most teachers are not sufficiently prepared to meet the requirements. In addition, we believe that participation in the workshop will lead to significant positive changes in future teachers' attitudes toward the implementation of digital tools in chemistry classes, as well as in their perceptions of TPMB self-efficacy.