Abstract
Educators must continually update and improve digital competencies to prepare learners for the challenges of the 21st century. This study identifies factors how online postgraduate learning transfers to digital teaching practices. The review of relevant literature highlights the educator's digital competence and transfer to teaching practice. After completion of the compulsory modules, a survey was completed. The data were quantitatively analysed to determine the factors by exploratory factor analysis. The findings revealed two predominant factors: enrollment in the program and learning by doing. The results affirmed that the MEd ICT in Education programme’s unique design empowered the respondents to become digitally competent specialists and transfer learning to digital teaching practices. This study contributes to research in online postgraduate study programmes. Keywords: Teacher Digital Competence, Technological Pedagogical Content Knowledge, Fourth Industrial Revolution.