DIGITAL TEACHING COMPETENCIES IN SABANA DE OCCIDENTE: THE INFLUENCE OF THE UNESCO FRAMEWORK ON DIGITAL EDUCATIONAL PRACTICE

ABSTRACT The incorporation of Artificial Intelligence (AI) in education demands a redefinition of teaching competencies. Basic digital skills are no longer sufficient: teachers must be able to understand and apply tools with pedagogical, ethical, and evaluative implications. The UNESCO AI Competency Framework for Teachers serves as both a regulatory and training reference that guides the responsible and professional integration of AI. This paper aims to analyse how teachers’ familiarity with the UNESCO AI Competency Framework influences their level of performance in digital practice within educational processes. The study adopts a quantitative, descriptive, and correlational design. A total of 145 teachers participated, responding to a five-point Likert scale instrument. Results show that 93.8% of teachers demonstrate at least an intermediate level of digital competence, while 40% display a high level of proficiency in the use of AI. Nevertheless, gaps remain, especially those linked to access and technological infrastructure in rural contexts. In conclusion, it is necessary to strengthen continuous and contextualised training, ensuring digital equity and pedagogical sustainability.