Digital competencies and their manifestation in teachers and learners

Abstract

The expansion of digital technologies and the emergence of artificial intelligence have transformed educational processes, generating a need for teachers and students to develop digital competencies that integrate technical, critical, and ethical aspects. This article aims to analyze how digital competencies manifest themselves in the performance of teachers and students at different educational levels, based on a documentary study and empirical research with a sample of 85 participants, including teachers, administrators, and officials from the Cuban education system. The results show that, although there is partial recognition of technological knowledge, limitations persist in the self-assessment of digital competencies at basic, intermediate, and higher levels. Competencies related to digital professional commitment, content management and creation, evaluation and feedback using digital resources, and student empowerment in digital environments are identified as essential. These competencies manifest themselves progressively, from initial familiarization in early childhood to advanced use of digital tools in pre-university education. It is concluded that the development of digital skills is central to educational innovation and quality learning, requiring training strategies that integrate instrumental, conceptual, and ethical aspects in the actions of teachers and students.