## 4 Discussion
The research identifies significant disparities between infrastructure availability and teacher preparation. This study's findings reveal critical insights into the relationship between educational investment, digital transformation, and teacher preparation in the Spanish education system. While investment in education is increasing, particularly in response to the pandemic, its effective allocation remains a challenge. Significant disparities persist between infrastructure availability and teachers' digital competencies, exacerbated by limited resources for digital content creation and professional development. While educational centers generally possess digital platforms, teachers demonstrate insufficient training for their effective utilization. This gap is further exacerbated by limited resources for generating and adapting digital content, coupled with an absence of sustained investment in teacher digital competency development. The analysis of this study reveals critical insights regarding educational investment and digital transformation in the Spanish education system. Our findings underscore the complex relationship between financial allocation, teacher preparation, and technological integration in educational settings, directly supported by the data collected from 546 teachers in the Canary Islands. The data indicate that less than one-third of respondents demonstrate proficiency in managing digital identity, and knowledge of digital security measures remains limited. This is directly related to insufficient or improperly directed investment in enhancing teachers' digital competencies and ICT implementation, significantly impeding the adoption of innovative educational techniques. Despite widespread internet access among Spanish students (93%), disparities persist, affecting both hardware and software availability. Urban-rural disparities in technological access and implementation further compound this issue. The digital divide remains a critical concern, with disparities in technological access and implementation affecting vulnerable populations. Addressing this divide requires targeted investment in infrastructure, teacher training, and digital competency enhancement. More than 53% of teachers express immediate willingness to adopt active learning methodologies integrated with ICT tools, and an additional 40% would embrace them contingent upon receiving appropriate training. This receptiveness presents a transformative opportunity if targeted professional development is provided. Our findings align with current research on educational transformation processes, emphasizing the necessity of ICT integration in classroom environments and the importance of contextual factors. Similar to the Emedus study, our research underscores the need for enhanced professional development opportunities for educators to acquire and maintain digital competencies. Consistent with [PERSON], our analysis highlights the importance of addressing technical knowledge disparities among teachers and reducing equipment inequalities between educational centers. Current investment patterns reveal a limited correlation between expenditure and ICT improvement needs, with insufficient focus on teacher professional development in digital competencies. Therefore, the development of comprehensive teacher training programs in digital competencies is essential. The implementation of sustainable technological infrastructure improvement plans is necessary. The creation of specific funding streams for educational innovation is crucial. The establishment of mechanisms to address the digital divide is vital. The findings demonstrate that strategic investment in teacher training, infrastructure development, and targeted initiatives to address the digital divide is essential for improving educational outcomes and fostering successful technology integration in pedagogical practices. Digital divide implications present another critical aspect of the current educational landscape.