Teachers' digital competencies and their influence on innovation in teaching-learning processes
DOI:
https://doi.org/10.55204/pcc.v6i1.e162Keywords:
competencias digitales docentes, innovación educativa, enseñanza-aprendizaje, tecnología educativa, desarrollo profesionalAbstract
This study analyzes the influence of teachers' digital competencies on innovation in teaching-learning processes, considering their impact on planning, communication, assessment, inclusion, and professional development. The research adopted a qualitative, descriptive-analytical, and documentary approach, involving a review of recent scientific literature on teachers' digital competence and the pedagogical integration of technologies. The results demonstrate that technological proficiency, when aligned with pedagogical criteria, fosters learning experiences that are more flexible, participatory, and contextualized. Furthermore, the study identified that educational innovation depends on factors such as continuous training, infrastructure, institutional support, accessibility, and professional reflection. The findings also indicate that technology alone does not guarantee significant transformations in teaching. It is concluded that strengthening teachers' digital competencies requires a comprehensive approach combining technological knowledge, pedagogical skills, and appropriate institutional conditions to promote educational practices that are sustainable, inclusive, and aimed at improving learning in contemporary contexts.
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