###### Abstract  
This research examines the impact of digital transformation on teaching practices and evaluates educators' training requirements within the European Framework for the Digital Competence of Educators (DigCompEdu), focusing specifically on its implementation in the Canary Islands' educational system. Through a quantitative study involving 546 teachers from primary and secondary institutions during the 2023/2024 academic year (confidence level: 95%, margin of error: 4.15%), we analyzed the relationship between digital competence development and educational innovation. Results indicate significant gaps in four key areas: digital content creation, innovative teaching methodologies, assessment strategies, and feedback mechanisms. The findings reveal a direct correlation between insufficient educational funding and limited professional development opportunities in digital competencies. This study identifies critical areas requiring immediate attention, including increased budgetary allocation for technological infrastructure, systematic professional development programs aligned with DigCompEdu standards, and the restructuring of current innovation approaches in educational institutions. This research contributes to the understanding of how educational systems can effectively adapt to digital transformation while highlighting the crucial role of both financial investment and structured training programs in fostering successful educational innovation, ultimately emphasizing that adapting education systems to digital realities is essential for ensuring future success in an increasingly digitalized educational landscape. e 2025 8, 64 2025 1, 1, 20  
Research initiatives, such as the European Union's Emedus study (2014), have empirically demonstrated the necessity of ICT integration in classroom environments, emphasizing the importance of contextual factors including cultural, social, and educational dimensions [4]. However, the effective implementation of technology in educational settings demands enhanced professional development opportunities for educators to acquire and maintain digital competencies [5; 6]. This necessity is particularly evident in the context of the Fourth Industrial Revolution, where continuous updating of digital skills has become crucial for effective classroom instruction. Recent studies have advanced the evaluation of teaching competencies within digital frameworks, notably DigCompEdu, providing validated tools to assess digital competence in educational contexts. Several works emphasize the importance of structured frameworks for competence evaluations [7]; the need for specific competences in communication, collaboration, and innovation [8]; and the relevance of self-perceived digital safety skills for teachers in training [9]. Furthermore, collaborative problem-solving has been identified as a tangible indicator of digital skill acquisition in educational settings [10]. The European Framework for the Digital Competence of Educators (DigCompEdu) has emerged as a scientifically validated reference point for educational policy development and implementation [7]. This framework addresses six crucial areas of educators' professional activities, with a particular emphasis on digital content, pedagogy and learning, and evaluation and feedback mechanisms [8]. Initial implementation efforts, such as those in Andalusia's schools [9], have provided valuable insights into the framework's practical application. The significance of digital literacy extends beyond institutional boundaries, encompassing family involvement in the educational process. Research indicates that home-based digital education plays a crucial role in students' technological development, with parental modeling significantly influencing young learners' digital behaviors [8; 9]. Moreover, the recent COVID-19 pandemic has served as an unprecedented catalyst for rapid digital methodology implementation in education [10], highlighting both the potential and challenges of accelerated digital transformation.