The importance of ICT in education activities has been widely debated in recent years. Digital technologies now penetrate all domains of our lives in social contexts and became vital. This article examines the current framework of the identification, analysis and evaluation of digital competences of teachers. The overall objective is to understand how digital competence is currently designed and implemented. Expectation regarding ICT achievement in the education system of Republic of Moldova and the conditions that would enable the expectations to be met emphasize the demand to make changes in pedagogical area to produce efficient educational experiences that support the teaching and learning process.