## 3 Results
These disparities suggest an uneven digital competence profile, with strong performance in information literacy but critical gaps in identity management, safety, and problem-solving with digital tools. The findings reveal significant deficiencies in critical areas of digital competence. Less than 30% of teachers reported proficiency in managing digital identity, and only 34.2% reported proficiency in digital security. Other areas such as problem-solving using digital tools, technical troubleshooting, and creative integration of technology were reported by fewer than half of the respondents. Additionally, while nearly 90% of teachers incorporate online materials into their instruction, only 50% report creating or adapting content specifically for digital platforms. This highlights a substantial gap between the availability of digital resources and the capacity to use them effectively. Despite the widespread adoption of digital platforms across educational institutions (91%), teachers continue to express the need for training that enables the efficient and pedagogically sound use of these tools. Notably, more than 40% of respondents indicated a willingness to implement active learning methodologies, provided that appropriate training is offered. These results underscore the importance of targeted professional development programs to address current shortcomings in digital competence and support the successful integration of educational technologies. Figure 3: Knowledge acquired by teachers on digital competences, based on the DigCompEdu framework. The identified deficiencies in digital identity and security competencies among teachers highlight a critical gap in professional development. This concern is particularly significant given teachers' crucial role in protecting student data. The current educational legislation emphasizes this importance, mandating 'the full integration of students in the digital society and the learning of responsible consumption and critical, safe use of digital media that respects human dignity.' Although the questionnaire did not directly inquire about prior training in digital competencies, valuable insights can be drawn from the teachers' self-assessed proficiency levels across various digital skills. A key limitation of this study is its reliance on self-rated questionnaires to assess teachers' digital competence. As the reviewer noted, self-perception may not always accurately reflect actual skills. To mitigate this, the questionnaire was aligned with established frameworks such as DigCompEdu and the Common Framework of Digital Competence of Teachers. However, the potential influence of perceived self-efficacy on teachers' willingness to adopt new digital tools cannot be discounted. While this study provides a comprehensive overview of digital competencies among teachers in the Canary Islands, it is important to acknowledge certain limitations. Specifically, we did not collect data on the age of participants, which may be a relevant factor influencing teachers' digital competence and willingness to adopt new technologies [14; 15]. However, our focus was primarily on assessing the overall digital competence levels and training needs across the teaching population, as defined by the DigCompEdu framework. Future research could explore the relationship between age, digital competence, and technology adoption in more detail, providing a more nuanced understanding of the challenges and opportunities associated with digital transformation in education. Therefore, the data indirectly indicate a significant demand for specific training in digital competencies, which aligns with the identified need for comprehensive ICT training programs focused on enabling teachers to develop and adapt digital content. In addition to the quantitative data, the questionnaire provided qualitative insights into teachers' experiences with digital transformation.