The present study investigates teachers’ views on their experience as digital actors in the context of Greek educational policy. The interview was used as a tool for data collection. Findings revealed that the teachers in our survey highlighted the shortcomings of the Greek educational approach in terms of material and technical infrastructure and the training of teachers regarding ICT. Through this new digital context of education, teachers conceptualize their competence and self-efficacy, their self-perception, and their emotional response to integrating new digital tools into teaching practice.V študiji raziskujemo stališča učiteljev o njihovih izkušnjah v vlogi digitalnih akterjev v grški izobraževalni politiki. Kot orodje za zbiranje podatkov je bil uporabljen intervju. Ugotovitve so pokazale, da so učitelji v naši raziskavi izpostavili pomanjkljivosti grškega izobraževalnega pristopa v smislu materialne in tehnične infrastrukture ter usposabljanja učiteljev glede IKT. Učitelji s tem novim digitalnim kontekstom izobraževanja konceptualizirajo svoje kompetence in samoučinkovitost, dojemanje sebe in čustveni odziv na vključevanje novih digitalnih orodij v pedagoško prakso
