Challenges in the development of digital competence in secondary school teachers

Currently, due to emerging paradigms of teach¬ing and learning as a result of health contingen¬cy, digital competence has become a necessity in educational centers. Furthemore, the new teach¬ing role is no longer just that of being a facilita¬tor of face-to-face learning, but now it generates knowledge, communicates and transmits emo¬tions through various virtual environments. This paper has as aim to identify the level of digital competence in secondary level teachers, as well as the factors associated with it. The study has a quantitative approach, with a correlational scope, transactional temporality, with an obser¬vational prediction control and a retrospective chronological order of events. As a result of the research, a low level of digital competence was identified among secondary school teachers in Merida, Yucatan, Mexico. There was evidence that the factors that were significantly associ¬ated with this competence were age and training in the use of Information and Communication Technologies (ICT). This sets the foundations for the design of teacher training proposals focused on the development of their digital competence.