Teachers’ Digital Competencies and Their Relationship with Pedagogical Innovation in the Classroom
DOI:
https://doi.org/10.63688/c90m8559Keywords:
teacher digital competence, pedagogical innovation, educational technology, teacher training, systematic reviewAbstract
Teachers’ digital competencies enable purposeful technology integration and support pedagogical innovation. The objective was to analyze the relationship between the two constructs and their implications for strengthening teaching and pedagogical practices in Jipijapa and across educational settings. A systematic review with narrative synthesis was conducted following PRISMA 2020 guidance. OpenAlex, ERIC, SciELO, Redalyc, and Dialnet were searched, and reference lists were screened. The search was completed on August 23, 2026, and covered publications from 2020 to 2026. Of 105 records identified, seven primary studies met the inclusion criteria; two reviews were also used for contextual support without double counting. The evidence indicates a positive association between digital competence and pedagogical innovation, mediated by teaching intention, self-efficacy, collaboration, leadership, and institutional conditions. Technical proficiency is necessary but insufficient: educational transformation requires situated professional development, pedagogical support, and assessment of authentic practices. These findings provide guidance for teacher-development initiatives in educational institutions in the canton of Jipijapa.
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Copyright (c) 2026 José Luis Villamar Ponce, Liliana Vanessa Pisco Rodríguez, Brenda Marian Álvarez Villacreses, José Miguel Bacusoy Sánchez (Autor/a)
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