This study explores how teacher educators develop digital fluency as a key competence in the contemporary world. Largely, the teacher education curriculum that the educators studied did not integrate digital fluency as a key competence. The study established dimensions of digital fluency as a concept through reviewing the literature. The study was qualitative, with data collected through interviews with ninety educators, including the management of university schools of education. The findings show that both individual mechanisms, particularly individualized learning, practice, engagement in research and consultancy, and institutional mechanisms - specifically training, infrastructure and the delivery of online programmes - contribute to the development of the digital fluency of teacher educators. The study contributes to the existing body of literature regarding digital fluency as a key competence for teacher educators. As regards practice, on-going training should be aimed at professional development, supported by continuous practice.University of Dar es Salaam