Between vocation and technology: tensions and opportunities of digital teaching competence in fiscomisional institutions in Esmeraldas

Abstract

The digital transformation of education has emerged as one of the main processes of change in contemporary education systems. This means that, by integrating digital technologies, the concepts of teaching and management, the teaching process, and learning in general are being reformulated. In this context, teachers' digital competence has become a potential strategic pillar for facilitating pedagogical innovation, educational inclusion, and the improvement of the training process based on quality. Even so, its development is not easy in educational institutions located in contexts with socioeconomic and technological limitations. This study sought to examine the tensions and opportunities surrounding teachers' digital competence in mission-based institutions located in the province of Esmeraldas, Ecuador. The research was based on an interpretive paradigm and a qualitative approach, using a multiple case study design. Data were collected through semi-structured interviews, focus groups, observation, and document analysis; the data were then subjected to thematic analysis. The findings revealed tensions related to technological adaptation, digital overload, training gaps, and infrastructure limitations, alongside opportunities for methodological innovation, student engagement, collaborative learning, and expanded access to knowledge. Furthermore, teachers' digital competence is more than just technical skill with tools; it is interpreted as a process of professional and institutional transformation. It is suggested that building teachers' digital competence should be approached holistically, including a development strategy that integrates professional vocation, continuing education, institutional leadership, and pedagogical innovation to foster sustainable educational transformation processes in mission-driven contexts.