Digital Teaching Competence in Ecuador: Diagnosis, Continuous Training Program, and Institutional Validation
Workshop system for strengthening the technological, pedagogical, communicative, and research competencies of technical faculty
DOI:
https://doi.org/10.65598/rps.6246Keywords:
digital competence; teacher training; educational innovationAbstract
The study aimed to diagnose the level of digital teaching competence in the Ecuadorian educational context, based on the Common Framework for Digital Teaching Competence (INTEF, 2017; revised 2022), and to design a training proposal that addresses the identified gaps. It is theoretically grounded in the MRCDD model, the TPACK framework (Mishra & Koehler, 2006), and Luhmann’s (1998) theory of social systems, which conceptualize teacher training as a reflective and self-regulated process. The research adopted a quantitative, descriptive, and non-experimental approach with a sample of 102 teachers from different educational levels and types of institutions. A five-point Likert-type questionnaire was applied and analyzed through descriptive statistics (frequencies, percentages, means, and standard deviations). The results showed that all dimensions—technological (3.68), pedagogical (3.87), communicative (3.77), and research (3.78)—are located at the intermediate level (B1–B2) of the MRCDD, reflecting a functional but not yet advanced mastery of ICT. Based on these findings, the “Workshop System for the Strengthening of Digital Teaching Competences” was designed and institutionally validated by 40 educational actors, achieving an overall mean of 4.73 (SD = 0.31). The validation confirmed its high relevance, coherence, and feasibility, consolidating it as a sustainable and contextualized training strategy for digital leadership and pedagogical innovation in Ecuadorian education.
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