Digital Learning Ecosystems in Continuing Education. Diagnosis of Teachers' Digital Competence For Transformation And Sustain-Ability

Abstract

Virtual continuing education requires teachers to possess high-level digital skills to develop quality educational resources, as mentioned in     [1] and    [2] . The objective of the study is to evaluate teachers' digital competence in a Continuing Education Center in order to identify strengths and areas for improvement in the construction of relevant and sustainable digital learning ecosystems    [3] . The methodology is mixed, with a predominantly descriptive-quantitative approach. [4] A questionnaire based on the DigCompEdu framework was applied to 76 teachers and 116 students, with the addition of qualitative components. The results indicated an intermediate level of digital competence, along with gaps in areas such as the use, creation, and management of digital content, pedagogy involving cutting-edge technologies such as generative AI, and the use of inclusive active methodologies    [5] . These findings support the importance of specific and ongoing training programs to strengthen educators’ digital skills, enhance pedagogical innovation, and maximize the effectiveness of educational resources. The assessment is linked to the evaluation of educators’ digital competence aimed at educational transformation, thus fostering the development of a high-quality and sustainable virtual continuing education system [6, 7].