The idea of digital competence has emerged in recent years around the globe. It entails a wide range of abilities and knowledge in every field. The current research paper is to investigate the digital competence and mysteries of learning: use of technology in classrooms by the teachers. University teachers were used as population and sixty teachers were randomly selected as a sam-ple from different campuses of education university Lahore. Self-constructed instrument, Teach-ers' Digital Competencies Survey [TDCS] instrument, was adapted and used for data collection. The results revealed a statistically apparent difference in gender of teachers about different indi-cators of digital competencies and learning with technology. It was concluded that male teachers had used more digital technology with more confidence than that female teachers. There search-ers recommended that digital competence may be promoted among teachers for the better teaching and learning environment. The universities should provide better technological facilities for better learning.

There is an increasing demand for teachers to present technological pedagogical and content knowledge (TPACK) in their classrooms with the help of their digital literacy skills (DLS). Though the teachers at the secondary school level are provided with digital gadgets, however, the teachers are still struggling with the use of digital tools during the teaching-learning process. Lack of digital literacy might be the cause of this reluctance, so the current study aims to explore the relationship between the digital literacy skills of teachers with respect to Technological, Pedagogical and Content Knowledge (TPACK).Data was collected from four hundred school teachers through Digital Literacy Scale (DSL) and TPACK inventory. The results indicate a low level of digital literacy and knowledge of TPACK, identified through descriptive statistics.However, a significantly positive relationship was identified through a significant correlation relationship ((r =.587, p equal or less then .001) between both variables.On the basis of results, more trainings are recommended for teachers on both digital literacy and content pedagogy.