## 2 Materials and Methods
* Implementation of communication tools for didactic purposes. * Digital identity management. * Internet navigation and content-related information filtering. * Security measures (personal protection, data protection, and digital identity). * Problem-solving using digital media and creative technology use. * Digital information management (identification, retrieval, and organization). * Social media and virtual community resource sharing. * Institutional digital transformation tool inventory. * Interest in implementing ICT-based active learning methodologies. Table 1 shows the relationship between the different sections of the questionnaire and the areas and competencies of DigCompEdu:  
This study employed a quantitative research design by utilizing an online questionnaire to evaluate the influence of digital platforms. Each question was carefully formulated to gather specific information about digital competencies and implementation practices, allowing for both quantitative analysis and qualitative insights. The questionnaire was developed based on the DigCompEdu framework and validated through the Common Framework of Digital Competence of Teachers. This alignment with established frameworks ensures the instrument's validity in assessing digital competencies and innovation \begin{table}
\begin{tabular}{p{113.8 pt} p{113.8 pt} p{113.8 pt}} \hline \hline
**Survey Section** & **DigCompEdu Area** & **Competencies Evaluated** \\ \hline Teaching location identification & Professional Engagement & Use of digital resources for communication and networking \\ \hline Educational level specification & Professional Engagement & Understanding the context for digital application \\ \hline Availability and usage of digital platforms & Digital Resources & Selecting, creating, and sharing digital resources \\ \hline Digital content creation & Digital Resources & Designing and modifying educational materials \\ \hline Knowledge of educational platforms & Teaching and Learning & Utilizing digital tools for pedagogical strategies \\ \hline Implementation of communication tools & Teaching and Learning & Facilitating student interaction through technology \\ \hline Digital identity management & Empowering Learners & Managing online presence and personal data security \\ \hline Security measures & Facilitating Learners’ Digital Competence & Ensuring safe and responsible digital use \\ \hline Problem-solving with digital media & Assessment and Feedback & Developing creative and critical digital solutions \\ \hline Digital information management & Professional Engagement & Organizing and managing digital content effectively \\ \hline Social media and virtual community sharing & Teaching and Learning & Encouraging collaboration through digital tools \\ \hline Interest in ICT-based active learning & Pedagogical Competencies & Willingness to integrate digital methodologies \\ \hline \hline \end{tabular}
\end{table} 
Table 1: Relationship between questionnaire sections and DigCompEdu areas and competencies. implementation. While the questionnaire included open-ended questions to gather qualitative data, the reported findings primarily reflect the quantitative data obtained through the multiple-choice format. The selection of quantitative analysis was motivated by the objective to provide a broad, statistically significant overview of digital competence levels among teachers in the Canary Islands, directly related to the DigCompEdu framework's defined competencies. Data were collected through a voluntary online survey disseminated to teachers across all educational levels in the Canary Islands via email and mobile communication applications. The questionnaire was designed to be accessible on various digital devices (computers, mobile phones, and tablets) with internet connectivity, ensuring maximum participation opportunity. To maintain data quality and prevent response bias, participants completed the questionnaire individually without time constraints, eliminating potential duplicate responses or peer influence on answers.