Digital Competence in Teachers in Mérida, Yucatán: Results of a Research Study in Basic Education

Given technological advancements and the emergence of new teaching paradigms, basic education teachers must develop digital competencies that support students in their learning process and contribute to building innovation focused on social well-being. With this in mind, the present study followed a quantitative approach with an analytical purpose, a correlational, cross-sectional, and retrospective scope, and an observational assignment control. The objective of the research was to identify the self-perceived level of digital competence among basic education teachers and to determine whether there is a relationship between this level of competence in its different dimensions and demographic variables as well as access to technology. Among the main findings, 50% of the surveyed teachers considered themselves to have a basic level of digital competence. Additionally, the gender variable showed statistically significant differences in the dimensions of digital citizenship and technical skills. On the other hand, age was found to be inversely associated with the dimensions of learning environmental design and technical skills.