Competencias digitales de Docentes de educación Básica en la era de la inteligencia artificial

The objective of this research was to analyze the digital competencies of Basic Education teachers in the context of the incorporation of artificial intelligence tools into educational processes in Ambato, Ecuador. A quantitative, descriptive, non-experimental, cross-sectional study was conducted. Data were collected through a survey administered to 312 teachers from different educational institutions. Statistical analysis made it possible to characterize teachers' digital competency levels, identify training needs, and determine the main artificial intelligence tools used in lesson planning and instructional activities. The findings revealed that most teachers demonstrated intermediate digital competency levels, with strengths in digital communication, information management, and the use of educational platforms. In contrast, the greatest training needs were associated with digital security, data protection, technological problem-solving, and the pedagogical integration of artificial intelligence tools. The study also identified a strong demand for continuous professional development and a positive perception of applications such as ChatGPT, Microsoft Copilot, Canva Magic Studio, Google Gemini, and Adobe Firefly as valuable teaching support resources. The findings suggest that strengthening teachers' digital competencies is essential for promoting the effective, responsible, and pedagogically appropriate integration of artificial intelligence into Basic Education.