Digital Competence, AI and Sustainable Social Transitions: An Ibero-American Framework for Hybrid Human–AI Societies

The accelerated expansion of artificial intelligence (AI) is reshaping economic systems, labour markets and democratic life, giving rise to hybrid human–AI societies. In this context, education becomes a strategic arena for enabling sustainable and socially just transitions within the Fourth Industrial Revolution. This article examines how digital competence can be reconceptualized to prepare future citizens and educators for these emerging societal configurations, with particular attention to the Ibero-American context. A conceptual framework is proposed that integrates algorithmic literacy, critical data awareness, AI ethics, human–AI collaboration skills, and civic and socio-emotional capacities as core dimensions of “next-decade” digital competence. Methodologically, the study combines three complementary approaches: (a) a structured review of interdisciplinary literature on AI, digital competence and sustainability; (b) an analysis of international and regional policy documents and competence frameworks relevant to Ibero-America; and (c) selected empirical insights drawn from the first author’s doctoral research on digital competence and AI use in teacher education. The findings reveal significant tensions between rapid AI adoption and persistent structural inequalities in the Global South, while identifying key leverage points for aligning teacher education, public policy and institutional strategies with the Sustainable Development Goals. The proposed framework aims to support policymakers, universities and international organizations in fostering inclusive and sustainable AI-driven social change while mitigating new forms of exclusion and dependency.