## 2 Materials and Methods
The study adhered strictly to data protection regulations, including the Organic Act for Personal Data Protection, the Guarantee of Digital Rights 3/2018, and the General Data Protection Regulation (GDPR), which came into effect on 25 May 2018. Participants were informed of the anonymous nature of the survey and its intended use for educational innovation research at the outset, ensuring informed consent and compliance with privacy requirements. The research achieved a substantial sample size of 546 active teachers from schools and high schools under the Ministry of Education, Universities, Culture, and Sports of the Canary Islands' Government. This sample, drawn from a total population of 24,667 active teachers, provides robust statistical significance with a 95% confidence level and a 4.15% margin of error (alternatively, a 99% confidence level with a 5.46% margin of error) [13], calculated using standard statistical sampling formulae for known populations. The geographical distribution of respondents closely mirrors the Canary Islands' population distribution according to the 2024 Canary Statistics Institute (ISTAC) data. Specifically, 42.7% of participants were from Gran Canaria, 39.6% from Tenerife, and 17.7% from other islands in the Canary Autonomous Community. This distribution aligns well with the overall population statistics, where Tenerife (958,834 residents) and Gran Canaria (866,972 residents) account for 81.85% of the total 2,236,013 inhabitants, with the remaining 18.35% distributed across Fuerteventura, Lanzarote, La Palma, La Gomera, El Hierro, and La Graciosa. The questionnaire was designed to capture comprehensive data about digital transformation in education while maintaining efficiency and respondent engagement. Each question was carefully formulated to gather specific information about digital competencies and implementation practices, allowing for both quantitative analysis and qualitative insights into current educational technology usage patterns. The multiple-choice format for the digital competency assessment enabled participants to indicate various skill levels across different technological domains, providing a nuanced understanding of teacher capabilities and training needs. The methodology employed in this study ensures both scientific rigor and practical relevance by combining careful sample selection, comprehensive data collection, and adherence to ethical and privacy standards. The alignment between participant distribution and population demographics, coupled with the statistically significant sample size, provides a solid foundation for drawing meaningful conclusions about digital transformation in the Canary Islands' educational system. The study sample comprised teachers across all educational levels, ensuring a representative distribution to enhance the homogeneity and validity of the data analysis. The sample distribution among post-primary education levels consisted of 213 secondary education teachers, 122 high school teachers, and 133 professional training instructors. Additionally, 31 Official Language School instructors participated, contributing to a more diverse dataset. Their inclusion is because these teachers are part of the formal educational system of the Government of the Canary Islands and depend on the Ministry of Education. Furthermore, their participation provides a broader perspective on the digital competence of teachers in different educational contexts. While it may seem less relevant to ask about online platform use in early education (pre-school and primary), research suggests that digital exposure at these levels can play a foundational role in students' later digital competence. Additionally, the responses provide insights into how early-stage educators perceive and incorporate digital tools in their pedagogy. Figure 1 illustrates the distribution of participants according to their teaching level and professional qualifications.