Teachers’ Digital Competence and Effective Implementation of the Flipped Classroom in Ecuadorian Institutions: A Systematic Review
Keywords:
Teachers’ digital competence, Flipped Classroom, EcuadorAbstract
Teachers’ digital competence is a key factor for the transformation of teaching–learning processes in educational contexts. In Ecuador, the implementation of the Flipped Classroom pedagogical model has become an innovative alternative to promote active, autonomous, and student-centered learning; however, its effectiveness largely depends on teachers’ level of digital competence. The objective of this study was to analyze, through a systematic review, the scientific production of the last six years on teachers’ digital competence and the Flipped Classroom in Ecuadorian educational institutions. A documentary review study was conducted. The results reveal a direct relationship between medium–high levels of digital competence and a more effective implementation of the Flipped Classroom, highlighting dimensions such as digital communication, content creation, and problem solving. It is concluded that strengthening teachers’ digital competence is a necessary condition for sustainable pedagogical innovation in the Ecuadorian educational system.
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