Strengthening Teachers’ Digital Competencies to Enhance Educational Quality in Virtual Learning Environments

César Javier; Karla Lorely Ayala Moreno; Martha Giomar Moreno palma; Nayelly Nicole Garcés Cercado; Carlos Luis Ayala Moreno

doi:10.63803/prisma.v1n4.34

Authors

César Javier Unidad Educativa Simón Bolivar Author
Karla Lorely Ayala Moreno Unidad Educativa Simón Bolivar Author
Martha Giomar Moreno palma Unidad Educativa Simón Bolivar Author
Nayelly Nicole Garcés Cercado Unidad Educativa Simón Bolivar Author
Carlos Luis Ayala Moreno Unidad Educativa Fluminense Author

DOI:

https://doi.org/10.63803/prisma.v1n4.34

Keywords:

Digital Competence, Teacher training, Educational quality, Virtual learning, Innovation

Abstract

The digital era has transformed educational paradigms, demanding teachers to adapt their skills and methodologies to virtual learning environments. This study explores the importance of strengthening teachers’ digital competencies as a key factor in improving the quality of online education. Grounded on the UNESCO ICT Competency Framework for Teachers (2018) and the European Framework for the Digital Competence of Educators (DigCompEdu), the research highlights the correlation between teachers’ digital skills and students’ academic performance in online contexts. Through a mixed-method approach, quantitative surveys and qualitative interviews were conducted with teachers from secondary and higher education institutions. Results revealed that teachers with higher levels of digital competence demonstrate more effective use of digital resources, stronger interaction with students, and better classroom management in virtual platforms. Furthermore, institutional support and continuous professional training emerged as critical elements in sustaining educational quality. The study concludes that enhancing digital competencies among teachers contributes to equity, innovation, and pedagogical excellence in digital education.

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