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Many factors influence teachers’ attitude toward using information and communications technology (ICT) and e-learning and their implantation in the educational process. Teachers are reluctant to embrace new things if they are not acquainted with them or do not have complete information. Those who have some knowledge and experience in the application of ICT and e-learning are more open to their integration. The COVID-19 pandemic was unexpected, and no one was prepared for it, especially those teachers who did not use ICT and e-learning. In a short period of time teachers had to embrace digital technologies in order to ensure continuation of educational processes. In surveys carried out during the pandemic, teachers find that their digital competences have increased based largely on the use of ICT and e-learning technologies. Two years after the start of the pandemic, surveys are showing that teachers have good knowledge of e-learning applications in the educational process, but they need professional development in the use of ICT and e-learning more than in digital pedagogies. Yet, their use of ICT and e-learning technologies during the pandemic is predominantly in videoconferencing tools to ensure the continuation of live lectures, and in the use of learning management systems (LMS) for dissemination of information about the course, learning materials and communication. Research results indicate that there are no significant changes in the use of LMS since before the pandemic. Experience gained during the pandemic is not in online education, but mostly in emergency remote teaching whereby teachers used basic technologies in order to ensure the continuation of educational processes. It can be concluded that lack of digital competence influences teachers’ readiness for use of digital technologies and their perception of the possibilities and benefits digital technologies can bring to education. It can also explain why teachers are going back to classroom teaching or an online/classroom hybrid as an addition to teaching and learning. Teachers’ digital confluence can significantly influence the process of digital transformation of education, as competent teachers will be able to provide high-quality education. It has become evident that digital technologies are unavoidable in the educational process and their implementation is important for enhancing its quality. Accordingly, teachers’ continuing professional development must become an integral part of their career, not just an opportunity for those who are interested.