Competencias digitales docentes y gestión del cambio: un enfoque desde la inclusión y gestión educativa

In the context of digital transformation in education, this study analyzes how teachers' digital skills are linked to change management in order to promote inclusion and school improvement. An exploratory integrative review was conducted with searches in international databases and academic repositories in two waves (November 2025 and January 2026), including peer-reviewed literature in Spanish, English, and Portuguese (2016–2025), with screening by reviewers and bibliometric and thematic synthesis. The results show a shift from “knowing how to use” to “knowing how to teach with” technology, but with heterogeneity of frameworks and instruments and a predominance of self-reports, which makes it difficult to compare levels and link competence with evidence of learning and participation. Leadership, culture, and governance (vision, support, collaborative time, and use of data) are identified as mediating the transfer of training to inclusive practices, while flexible and accessible technology-supported curriculum design approaches are associated with performance improvements. It is concluded that digital teaching competence needs to be assessed through performance and supported by situated professional development and accessibility policies.