Abstract

The benefits of technologies in education often do not match the rhetoric and the extent to which they have transformed teaching processes is questionable. The objective of this essay was to examine the main milestones and impacts of the Digital Education Policy in Chile and the challenges it faces in the current context of technological disruption. A documentary review of sources was conducted: government programs and national and international reports. In addition, the framework proposed by Michael Fullan and Katelyn Donnelly, focused on the components of pedagogy, technology and knowledge for change, was used to analyze the challenges. It is concluded that, although Chile has made efforts to integrate technologies in education and reduce access gaps, challenges persist in terms of monitoring the impact of initiatives on learning, measuring students’ digital skills and training teachers in the pedagogical use of technologies. © 2025, Universidad Cientifica del Sur. All rights reserved.