Teaching from a Virtue-Based Perspective: Challenges in the Digital and Technological University Context

Digital transformation has expanded the demands of university teaching by requiring technological proficiency, as well as ethical, pedagogical, and interpersonal skills. The objective of this study was to analyze humility, resilience, personal initiative, and creativity as relevant dispositions for university teaching in digital and technological contexts. A critical and analytical narrative review of the specialized literature on teachers’ digital competence, pedagogical innovation, professional well-being, and the development of virtues linked to educational practice was conducted. The findings indicate that humility fosters openness to learning and the reflection on one’s practice; resilience helps in coping with uncertainty and overload; personal initiative drives the search for solutions and innovation; and creativity enables the design of meaningful and inclusive learning experiences. It is concluded that these dispositions complement teachers’ digital competence and require institutional support through continuing education, mentoring, professional autonomy, and well-being policies. Technology acquires educational value when it is integrated into reflective, ethical, and holistic educational practices.