Evaluación de las competencias digitales post-pandemia en docentes de educación básica

Abstract

Abstract: This research analyzes the evolution of digital competence standards among basic education teachers in Quito (2025), establishing a comparative reference with the study by Valdivieso (2015). The objective was to determine the degree of compliance with these standards following a decade of technological transformations and the disruptive impact of the COVID-19 pandemic. Under a quantitative approach with a descriptive-comparative scope and a non-experimental design, a standardized questionnaire was applied to a sample of 44 teachers from the Chillogallo parish. The instrument evaluated 33 items distributed across five dimensions: technical, professional improvement, educational management, pedagogical-didactic, and ethical-social legal. The results reveal significant progress in the technical dimension, with a 38% increase in the "High" performance level for software and hardware management. Furthermore, there is a notable 71% increase in participation in learning communities and a 47% increase in ICT mediated planning. Nevertheless, gaps in didactic integration persist. It is concluded that the strengthening of digital competencies must transcend the operational role toward a critical one through continuous training strategies.