The increasing integration of digital technologies in education has significantly impacted secondary school teachers, challenging traditional pedagogical practices. This study explores Italian teachers’ perceptions of digital competencies and their experiences with professional development courses, starting from the perception of teachers enrolled in an online training course training course created by eCampus University to achieve the 30 University Training Credits (CFU or ECTS) necessary to take the exam required for qualification and become tenured teachers in secondary schools, pursuant to the Decree of the President of the Council of Ministers (DPCM) of 4 August 2023. Through a survey of 2400 teachers, the research investigates attitudes toward digital tools, the perceived usefulness of online learning, and the effectiveness of digital teaching methodologies. Findings indicate that teachers recognize digital education as a means to enhance engagement, creativity, and accessibility while also highlighting concerns about the digital divide and the need for continuous professional development. The study underscores the importance of collaborative learning communities, interdisciplinary approaches, and practical digital integration in teaching. Ultimately, the research contributes to the ongoing discourse on digital education, advocating for structured training programs that equip educators with the necessary skills to navigate an evolving technological landscape.