Digital skills for teachers: current status and prospects for continuing education
DOI:
https://doi.org/10.63688/39z9s583Keywords:
Digital competencies, teachers, continuous professional development, ICT, educationAbstract
This study analyzes the current state of teachers’ digital competencies and the prospects for continuous professional development in educational contexts, with a focus on Latin America and Ecuador. A qualitative documentary approach was adopted, complemented by quantitative data from institutional reports and recent studies, following theoretical frameworks such as DigCompEdu and TPACK. The results indicate that most teachers are at an intermediate level of digital competence, possessing basic ICT skills but showing limitations in advanced pedagogical integration and the creation of transformative learning environments. Continuous professional development programs, such as those implemented by ProFuturo, demonstrate significant improvements in competencies, especially when teachers participate in more than 150 hours of training and obtain official certification, achieving gains of up to 17%. However, disparities remain between different disciplines and rural contexts, and inequalities in technological infrastructure continue to pose challenges. The discussion emphasizes the need for continuous training that integrates technological, pedagogical, and ethical knowledge, tailored to specific contexts. It is concluded that sustainable development of digital competencies requires comprehensive policies, ongoing professional development, and impact evaluation. Recommendations include strengthening context-based training programs, official certifications, and inclusive digital literacy for both teachers and students.
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Copyright (c) 2025 Ana María Cornejo Solorzano, Virginia Mercedes Párraga Villavicencio, Verónica Lisbeth Locke García, Danny Meliton Meza Arguello (Autor/a)
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