The study aimed to create an instrument to measure teachers’ attitudes towards the use of Digital Information and Communication Technologies (DICT) in face-to-face teaching. After eight interviews with experienced teachers in DICT to define the construct and dimensions of the instrument and qualitative data collection from 44 teachers to develop the items, three experts evaluated the items as positive or negative, their clarity, and their alignment with the construct and its dimensions. Subsequently, a sample of 200 teachers from higher education institutions in Brazil was used to validate the instrument using SPSS 29 and the FACTOR software. Exploratory Factor Analysis (EFA) confirmed the sample’s adequacy (KMO = 0.87236, p < 0.05) and identified two main factors: “Continuous Professional Development in DICT for Education” and “Balanced Integration between DICT and Active Methodologies. “Parallel Analysis suggested the presence of two significant factors. The final model demonstrated excellent data fit (RMSEA = 0.058; CFI = 0.995; TLI = 0.994). Moreover, the H-index indicated high replicability of the factors. Classification ranges were proposed for interpreting the results, enabling a detailed analysis of the areas addressed by the scale. The instrument can be used individually for self-assessment and self-awareness regarding pedagogical practices involving DICT. Furthermore, educational managers can employ it in training sessions, providing teachers with additional tools to adapt and enhance their teaching and learning processes.