## 3 Results  
The analysis of the results reveals that individual teachers frequently deliver instruction across multiple educational levels within the current academic framework. It is noteworthy that the study incorporated valuable input from 31 Official Language School instructors, whose participation significantly enriched the research findings and contributed to a more comprehensive understanding of the subject matter. Additionally, when examining the technological infrastructure available at educational institutions, the data indicate a substantial adoption of digital learning environments. Specifically, when participants were asked about the availability of online platforms or virtual spaces for student use at their institutions, an overwhelming majority (91%) reported affirmative responses. Figure 2 illustrates the percentage of educational institutions with digital platforms available for students, segmented by educational level. Figure 1: Levels of education of the teachers surveyed. The analysis of platform usage by educational level reveals significant differences. Although almost all secondary and higher education teachers offer structured online learning environments, the primary and preschool levels show lower adoption rates. These differences highlight the need for differentiated digital training approaches at all stages of education. The assessment of teachers' digital competencies reveals significant variations in proficiency levels across different skills. A notable finding indicates that less than one-third of respondents demonstrate proficiency in managing digital identity, while knowledge of digital security measures remains limited (fewer than 200 participants). These findings highlight a critical gap between infrastructure investment and professional development in digital competencies. In addition to issues related to educational investment, this study provides relevant insights into teachers' digital competence profiles. While a large majority of respondents (92.5%) reported confidence in navigating, searching, and filtering online information related to instructional content, other areas of digital competence remain significantly underdeveloped. Specifically, less than one-third of teachers indicated proficiency in managing digital identity, and only 34.2% demonstrated awareness of digital security measures. Likewise, competencies such as problem-solving using digital tools, technical troubleshooting, and creative integration of technology were reported by fewer than half of the respondents. Moderate levels of self-reported proficiency were observed in areas like social media resource sharing, digital platform use, and digital information management (ranging from 62% to 76%). These disparities suggest the existence of a meaningful gap between the infrastructure available in schools and teachers' preparedness to make pedagogically effective use of  
Figure 2: Percentage of educational institutions with digital platforms available for students, segmented by educational level. it. As such, there is a pressing need to implement professional development programs focused on strengthening key areas of digital competence, particularly those related to data protection, active methodology integration, and the creative, secure use of ICT tools in the classroom. Figure 3 presents the percentage of teachers who reported having fully acquired various digital competencies, categorized according to the DigCompEdu framework. The highest self-reported proficiency levels were in browsing, searching, and filtering digital information (92.4%), followed by organizing digital content (76.0%) and using virtual learning platforms (73.3%). Moderate skills were reported in areas like digital information management and the use of social media for collaborative purposes (approximately 62-66%). In contrast, only 27.3% of respondents indicated proficiency in managing digital identity and 34.4% in applying digital safety and data protection measures.