<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1990-8644</journal-id>
<journal-title><![CDATA[Conrado]]></journal-title>
<abbrev-journal-title><![CDATA[Conrado]]></abbrev-journal-title>
<issn>1990-8644</issn>
<publisher>
<publisher-name><![CDATA[Editorial Universo Sur]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1990-86442025000200030</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Impacto de la capacitación en competencias digitales docentes y de la enseñanza]]></article-title>
<article-title xml:lang="en"><![CDATA[Impact of training on teachers' digital competencies and teaching]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santander Moreno]]></surname>
<given-names><![CDATA[Jessica Johanna]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dávila Castillo]]></surname>
<given-names><![CDATA[Marcelo Raúl]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez Perenguez]]></surname>
<given-names><![CDATA[Jostin Sebastián]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Regional Autónoma de Los Andes  ]]></institution>
<addr-line><![CDATA[ Ambato]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<volume>21</volume>
<numero>103</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1990-86442025000200030&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1990-86442025000200030&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1990-86442025000200030&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El presente estudio se propuso diseñar e implementar un programa de capacitación para mejorar las competencias digitales de los docentes, con énfasis en el uso de la inteligencia artificial como herramienta pedagógica. Este enfoque buscó abordar las brechas en habilidades tecnológicas y fomentar una enseñanza personalizada en instituciones educativas de nivel medio y superior en Ecuador. Se utilizó una metodología en tres fases en donde los docentes mostraron niveles bajos de competencia digital. Los docentes participaron en un programa estructurado en cinco módulos prácticos basados en aprendizaje por problemas y simulaciones educativas. Las técnicas incluyeron la reflexión crítica a través de los seis sombreros para pensar, facilitando la transferencia de conocimientos a contextos reales. En la evaluación final, los resultados reflejaron mejoras significativas en todas las áreas evaluadas. El programa tuvo un impacto transformador al mejorar las competencias digitales y fomentar el uso práctico de la IA en la enseñanza. Sin embargo, se identificaron desafíos relacionados con la sostenibilidad de estas prácticas, recomendándose estrategias complementarias para reforzar su integración a largo plazo en el contexto educativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The present study aimed to design and implement a training program to improve teachers' digital competencies, with an emphasis on the use of artificial intelligence as a pedagogical tool. This approach sought to address gaps in technological skills and promote personalized teaching in secondary and higher education institutions in Ecuador. A three-phase methodology was employed: initial assessment, practical training, and final evaluation. During the initial assessment, teachers were found to have low levels of digital competence in several key areas. Teachers participated in a program structured into five practical modules, utilizing problem-based learning and educational simulations. The training incorporated critical reflection through the "six thinking hats" technique, which facilitated the application of acquired knowledge to real-world contexts. The final evaluation demonstrated significant improvements across all assessed areas. Notably, the program had a transformative impact, enhancing teachers' digital competencies and promoting the effective use of AI in teaching practices. However, challenges regarding the long-term sustainability of these practices were identified. The study recommended the implementation of complementary strategies to strengthen the integration of AI and digital skills into the educational environment over time.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Competencias digitales]]></kwd>
<kwd lng="es"><![CDATA[Inteligencia artificial]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje por problemas]]></kwd>
<kwd lng="es"><![CDATA[Capacitación docente]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza personalizada]]></kwd>
<kwd lng="en"><![CDATA[Digital competencies]]></kwd>
<kwd lng="en"><![CDATA[Artificial intelligence]]></kwd>
<kwd lng="en"><![CDATA[Problem-based learning]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Personalized teaching]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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