Digital teaching competence as an indicator of institutional innovation in private schools in Esmeraldas, Ecuador

Abstract

Digital transformation has reshaped education in contemporary times, with institutional and teacher demands creating new challenges within a technology- and knowledge-driven society. Meanwhile, in this context, teachers' digital competence has become strategically important, acquiring strategic significance in changing teaching and learning processes and fostering sustainable institutional change. However, research focusing on this competence as a predictor of institutional innovation is scarce, especially in church-affiliated schools. This study aimed to examine teachers' digital competence as a measure of institutional innovation in church-affiliated schools in Esmeraldas, using an exploratory method based on a systematic review of the most recent scientific literature. A systematic review was proposed, following the PRISMA 2020 guidelines as a methodological approach, to facilitate the review. Publications indexed in Scopus, Web of Science, ERIC, SciELO, and Dialnet from 2020 to 2026 were included. Based on the inclusion and exclusion criteria, 25 studies were included in the analysis. The findings suggest that teachers' digital competence has shifted from an instrumental perspective to a multidimensional one based on technological, pedagogical, collaborative, and innovative capabilities. Similarly, a strong relationship was found between digital skills, pedagogical innovation, digital culture, organizational learning, and institutional innovation. As a starting point, the CDD-II model is introduced, which describes how teachers' digital skills become a catalyst for the sustainable transformation of education. It is implied that teachers' digital competence is a strategic instrument for institutional innovation and a fundamental tool for improving educational quality in sensitive environments.