## 4 Discussion
This study reveals that while 93% of Spanish students aged 10-15 have internet access, 7% remain without connectivity. This national figure becomes more concerning when viewed in a global context, where approximately two-thirds of school-age children lack internet connection [20]. Furthermore, urban-rural disparities in technological access and implementation persist, with resource inequalities affecting both hardware and software availability. Current investment patterns raise several critical concerns regarding strategic allocation and effectiveness. There exists a limited correlation between expenditure and ICT improvement needs, insufficient focus on teacher professional development in digital competencies, and inadequate attention to educational innovation frameworks. These issues are compounded by the need for more targeted investment in technological infrastructure. The research identifies several key areas requiring immediate attention for future development. Primary among these is the development of comprehensive teacher training programs in digital competencies, coupled with the implementation of sustainable technological infrastructure improvement plans. Additionally, the creation of specific funding streams for educational innovation and the establishment of mechanisms to address the digital divide emerge as crucial priorities. The findings suggest necessary policy adjustments across multiple domains. Current educational investment strategies may not optimally address contemporary needs, particularly in ICT implementation and improvement [21; 22]. This misalignment between resource allocation and educational needs presents significant challenges for achieving desired educational outcomes. The study highlights the critical importance of addressing the digital divide, particularly in vulnerable populations [22]. This challenge extends beyond mere access to technology, encompassing the development of associated skills and competencies necessary for effective educational participation. Furthermore, the research underscores the necessity of reconsidering education policies to address current challenges [23]. This reconsideration should encompass strategic resource allocation, professional development programs, infrastructure development, and digital competency enhancement initiatives. The successful implementation of educational innovation requires sustained and targeted investment in teacher training, comprehensive infrastructure development, the systematic evaluation of outcomes, and the regular assessment of evolving needs. Future policy adjustments should prioritize comprehensive teacher training programs, sustainable technological infrastructure, and specific funding streams for educational innovation. Addressing technical knowledge disparities among teachers and reducing equipment inequalities between educational centers are also urgent priorities. Further research should incorporate objective measures of digital competence alongside self-assessments to provide a more comprehensive evaluation. Looking toward future considerations, this study indicates several areas requiring attention in the coming years. Technical knowledge disparities among teachers must be addressed, along with reducing equipment inequalities between educational centers. The development of comprehensive digital competency frameworks and the implementation of systematic evaluation mechanisms are now urgent priorities. Based on the analysis, several key recommendations emerge for improving educational outcomes. First, the development of targeted investment strategies for digital competency enhancement must be prioritized. Second, comprehensive teacher training programs need to be implemented systematically. Third, the creation of evaluation mechanisms to assess progress and identify areas for improvement is essential. Fourth, infrastructure development plans must be established and maintained. Finally, specific initiatives to address the digital divide need to be developed and implemented.