Digital leadership in education: diagnosis of digital competencies in Ecuadorian principals
DOI:
https://doi.org/10.31637/epsir-2026-2501Keywords:
Digital Leadership, Digital skills, Educational Directors, Digital transformation, Information and Communication Technologies (ICT), Digital Competence Framework for Teachers (DCFT), Continuing Professional Development (CPD), Educational innovationAbstract
Introduction: This article examines the digital competencies and leadership capacities of 110 principals from public, missionary, and private educational institutions in Ecuador, based on Spain’s Digital Teacher Competence Reference Framework (MRCDD). Objective: The objective was to diagnose the digital competencies of principals and their ability to lead digital transformation processes in their institutions. Methodology: A quantitative methodology was employed, using a structured survey to assess the “Professional Engagement” area, encompassing indicators such as organizational communication, participation, collaboration, reflective practice, and continuous digital professional development (DPD). Results: Data were processed using descriptive statistical techniques. Results indicate that only 41% of principals integrate digital technologies into didactic planning, while 14% investigate their application. In organizational communication, 45% employ digital strategies, but only 8% lead digital transformation initiatives. Furthermore, 76% of principals are appointed, and only four have received formal training in digital competencies. Key barriers include a lack of technological resources (55%) and insufficiently trained teachers in ICT (8%). Conclusion: Nevertheless, 49.5% of principals exhibit a positive attitude toward digital education, expressing interest in additional training to enhance their digital competencies and technological leadership.
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