Abstract: Focusing on teachers' digital competence and based on the source literature from CNKI, it employs CiteSpace 6.3 R1 software to conduct a visual analysis of the publication quantity, key word co-occurrence, author co-occurrence and institution co-occurrence, etc. of the relevant literature on teachers' digital competence from 2019 to 2024, and explores the research status, hotspots, and trends in this field. The research reveals that the related studies are in a period of rapid development. There are numerous researchers and institutions, but they are relatively scattered, and no core researchers or institutions have emerged yet. The research contents mainly center on the connotation analysis, framework construction, and improvement paths of digital competence. It demonstrates the characteristics of a wide range of research objects, diverse theoretical research, attention to practical application, and emphasis on professional development. Additionally, the current research still has issues such as an imbalance between depth and breadth, limited efficiency in practical transformation, and insufficient forward-looking in technology integration. Future research in this domain may place greater emphasis on the construction of dynamic ability models, cross-cultural and regional collaboration, technology-enabled innovation, and effective connections between policies and practices.