## 4 Discussion  
The analysis of this study reveals critical insights regarding educational investment and digital transformation in the Spanish education system. The findings underscore the complex relationship between financial allocation, teacher preparation, and technological integration in educational settings. Investment in education emerges as a fundamental factor in addressing current pedagogical challenges. The data indicate that insufficient or improperly directed investment, particularly in enhancing teachers' digital competencies and ICT implementation, significantly impedes the adoption of innovative educational techniques. This observation aligns with current research on educational transformation processes [17]. In addition to investment-related issues, the analysis of teachers' digital competencies reveals notable patterns. The most widely acquired skill is the ability to browse, search, and filter Internet-based information relevant to instructional content (92.5%). However, substantial gaps remain in areas such as digital identity management (less than 30% of respondents), digital safety (34.2%), problem-solving using digital tools, creative integration of technology, and educational use of communication tools, which were all below 50%. These findings emphasize the urgent need for professional development programs focused on critical digital competencies, especially those directly related to student data protection and innovative pedagogical practice. Beyond their statistical relevance, these results reveal important pedagogical and organizational dynamics that help explain the current state of digital transformation in education. The contrast between widespread digital access and limited teacher proficiency in areas such as safety, identity management, and content creation suggests that infrastructure alone does not guarantee effective digital integration in schools. **Moreover, the accelerated digitalization driven by the COVID-19 pandemic has likely exacerbated pre-existing disparities in teacher preparedness. ** In the specific context of the Canary Islands, where educational resources and digital infrastructure can vary considerably between islands, these gaps underscore the need for context-sensitive strategies. Tailored professional development and policy measures are essential to ensure equity and effectiveness in digital education across different educational levels and territories. The use of the DigCompEdu framework in this study provides a structured lens to interpret these gaps. It not only enables a more precise diagnosis of professional needs but also points toward actionable strategies for teacher development. These findings reinforce the idea that digital innovation must be accompanied by sustained institutional support, pedagogical alignment, and continuous professional learning to be truly effective. Examining Spain's educational investment reveals several noteworthy patterns. The General State Budget (GSB) shows a progressive increase in education expenditure, from 4893 million euros in 2021 to 6408 million euros in 2023, with similar projections for 2024 due to budget extension [18, 19]. However, despite this apparent growth, several concerning factors emerge. Nearly 50% of educational investment is directed toward scholarships and grants, while Spain ranks among the five lowest EU countries in public education spending. Particularly noteworthy is that only 300,000 euros were allocated to the digital transformation of education in 2022, primarily as a pandemic response measure. The Canary Islands' case study provides valuable insights into regional educational investment patterns. Investment increased from EUR 2081 million in 2022 to EUR 2257 million in 2023, with staff costs consuming approximately three-quarters of the educational budget. Notably absent are specific allocations for digital competency development, highlighting a significant gap between infrastructure needs and actual investment.