Mil Aulas como estrategia pedagógica para fortalecer las competencias digitales en docentes de bachillerato

Insufficient training in teachers’ digital competencies limits the pedagogical integration of technological tools into educational practices, especially in rural contexts. The objective of the study was to evaluate the contribution of the Mil Aulas platform to strengthening the digital competencies of high school teachers. A quantitative study was conducted using a quasi-experimental design with pretest and posttest measurements, involving 15 teachers from a rural educational institution in Ecuador’s Costa region. A 10-item structured questionnaire using a Likert scale, based on the DigCompEdu framework, was employed. The data were analyzed using SPSS, yielding a reliability coefficient of α = 0.811. The Shapiro-Wilk test yielded a p-value of 0.523, while Student’s t-test for paired samples revealed statistically significant differences between the two measurements (p < 0.001). These results suggest that training through Mil Aulas contributed to strengthening teachers’ digital competencies; however, the sample size limits the generalizability of the findings. It is concluded that Mil Aulas constitutes a promising pedagogical alternative for strengthening digital competencies and promoting the integration of technologies into educational practices.