Estrategia de acompañamiento pedagógico sobre desarrollo de competencias digitales en docentes dominicanos de Ciencias Sociales

The integration of digital technologies in education requires teachers with strong digital competencies. However, epistemic gaps remain in the articulation of pedagogical support as a situated training strategy for developing these competencies, particularly in Social Studies. For this reason, a pedagogical support strategy was designed and validated to develop digital competencies in Social Studies teachers of the Second Cycle of Secondary Education in the Dominican Republic. This study employed a mixed-methods approach within applied research using a pre-experimental design. Twenty teachers from three schools in District 18-01 of Neyba participated. Surveys, observation guides, and document analysis were applied. The strategy was structured in four stages and validated by expert criteria. The theoretical validation reached an 85% rating of "Very Adequate." Implementation showed positive progress, with the indicator for selecting and using digital tools decreasing from 45% to 15% at the basic level; the design of digital activities improved from 55% to 20% at the basic level; and critical digital evaluation, though with less progress, reduced the basic level from 65% to 30%. Thus, the strategy demonstrated relevance and effectiveness in strengthening teachers' digital competencies, confirming that situated, collaborative, and systematic support constitutes a key mechanism for transforming pedagogical practice in Social Studies.