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The purpose of this study is to analyze the profile or skills of the 4.0 teacher in Panama. In this sense, it is important to say that the world in its continuous transformation has brought with it a development of new technologies, consolidated in definition, processes, trends, among others, which redound in the environment and have been popularized under intricate conceptualizations; However, quite to the contrary, they offer a promising bunch of functionalities in applications and tools that facilitate their use in tasks, both basic and specialized, developed under the concept of drones, artificial intelligence, Internet of things, blockchain, among others. , threatening the habituation of traditionalist processes; invasion that is added to the so-called 4.0 revolution, where interconnection and networks prevail as the pillar of communication and interaction in today's society, and the fundamental reason for all areas to emerge under its principles. That is why this event transcends the pedagogical exercise in all its stages of training (from basic to higher education), pointing directly to the importance of digital literacy and the digital competence of the teacher in their classroom practice; For this reason, the need arises for its domain and continuous updating, which allows teachers to make efficient use of it, in order to potentiate their daily work. From this approach, the methodology used in this article was qualitative under a descriptive design.
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