This study explores the digital competencies of teacher trainers in Morocco, particularly focusing on their perceptions of information and communication technologies (ICT). The research assesses how factors such as gender, seniority, and area of expertise influence trainers’ digital skills, using a comprehensive questionnaire based on the DigComp framework. Five dimensions of digital competency: Information and Data Literacy, Communication and Collaboration, Digital Content Creation, Safety, and Problem-Solving were evaluated. Cluster analysis was employed to categorize participants into three groups, revealing significant differences in competency levels and underscoring areas needing improvement, especially in content creation and technical problem-solving. The findings suggest targeted training programs to strengthen digital skills tailored to the unique needs of each demographic, ultimately enhancing educational quality and ensuring trainers are equipped for digital instruction in a modern educational context.