## 2 Materials and Methods  
This study employed a quantitative research design by utilizing an online questionnaire to evaluate the influence of digital platforms in educational environments within the framework of digital transformation and educational innovation. While previous studies have examined ICT usage by teachers in countries such as Spain, Mexico, Colombia, Peru, and Argentina at a national level [11], our research specifically focuses on the regional context of the Canary Islands' educational system, providing a unique perspective on local digital transformation initiatives. The research instrument, titled \"Questionnaire about Digital Transformation in the Classroom\", was developed based on the DigCompEdu framework and validated through the Common Framework of Digital Competence of Teachers [12]. The questionnaire was validated through expert judgment and a preliminary pilot test to ensure clarity, reliability, and alignment with the DigCompEdu framework. The final version incorporated revisions based on this initial testing phase. Furthermore, the sample size (\(n=546\)) was calculated using a standard formula for finite populations, based on a total population of 24,667 teachers, with a 95% confidence level and a 4.15% margin of error. This ensures strong representativeness and statistical reliability. This alignment with established frameworks ensures the instrument's validity in assessing digital competencies and innovation implementation. To ensure the research instrument's validity, its design was based on the DigCompEdu framework, and it was validated through the Common Framework of Digital Competence of Teachers. The questionnaire was structured to capture comprehensive data about digital transformation in education. 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. Specifically, the questionnaire sections were designed to align with DigCompEdu's six areas of educators' professional activities. For example, questions related to digital content creation, knowledge of educational digital platforms, and digital information management directly correspond to DigCompEdu's 'Digital Content' and 'Information and Data Literacy' areas. Similarly, the section on the implementation of communication tools for didactic purposes and interest in ICT-based active learning methodologies aligns with DigCompEdu's 'Communication and Collaboration' and 'Teaching and Learning' areas. Furthermore, questions about digital identity management and security measures relate to DigCompEdu's 'Digital Safety' area, while the section on problem-solving using digital media and creative technology use corresponds to the 'Problem Solving' area. This alignment ensures that the questionnaire effectively assesses teachers' digital competencies as defined by the DigCompEdu framework, providing a robust foundation for analyzing training needs and innovation barriers. Previous research has indicated that teachers primarily use ICT for personal matters and entertainment rather than didactic purposes, making it essential to specifically examine educational applications. The questionnaire was designed to assess both the technical implementation of educational innovations and teachers' digital competencies through six comprehensive questions:  
1. Teaching location identification. 2. Educational level specification. 3. Availability and usage of digital platforms or online spaces for student interaction. Assessment of acquired digital competencies, including
* Digital content creation using available tools (blogs, websites, and YouTube channels). * Knowledge of educational digital platforms.