Digital Fluency as an emerging concept needs to be conceptualized in education setting. This is important, now that technology has revolutionized teaching and learning processes as evidenced in the delivery of curriculum through online courses and increased use of open education resources among others. Against this background, digital fluency as a concept and its defining characteristics are systematically analyzed in the education context for teacher educators mostly PhD holders at the University level. The findings provide guidance as regards the conceptualization of digital fluency and the related dimensions and attributes for teacher educators. Policy implications and areas for further research are provided.University of Dar es Salaam