<![CDATA[Digital transformation in education has reshaped how teachers learn, teach, interact, and are evaluated through an increasingly dominant digital platform ecosystem. This study examines how educational platforms shape the conditions of teachers’ professional practices through datafication, metrics, interface architectures, and algorithmic governance. Using a critical literature review of 47 publications from 2020–2025, supported by foundational works as conceptual references, this article integrates three lenses: platform society (van Dijck et al., 2018), platform and algorithmic governance (Decuypere et al., 2021; Moylan & Code, 2024), and the political economy of educational technology (Mosco, 2004; Williamson et al., 2022). The synthesis identifies three major shifts: professional legitimacy is increasingly influenced by platform metrics and visibility; professional activities generate data traces that can be converted into economic and strategic value; and pedagogical autonomy faces pressure from standardization, recommendation systems, analytics, and infrastructural dependency. This article proposes a humanistic-critical professional development model grounded in algorithmic awareness, data ethics and governance, pedagogical autonomy, and teachers’ professional subjectivity.]]>
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