Beyond the tools: Digital teaching competence for educational transformation in vulnerable church-run schools in Esmeraldas, Ecuador

Abstract

Contemporary education systems have undergone significant changes as a result of digital transformation. Teaching, learning, and interaction within educational institutions have been transformed by the introduction of new media. It is in this context that teachers' digital competence has become increasingly strategic. This is a fundamental factor in pedagogical innovation, educational inclusion, and addressing the challenges of a digital society. However, in vulnerable environments, challenges persist due to technological limitations, territorial inequalities, and restricted resources for accessing training. These factors particularly affect mission-based institutions that play a vital social role, such as schools. The objective of this research was to investigate teachers' perceived digital competence as a strategic variable for educational change in at-risk contexts. Therefore, the dimensions, problems, and opportunities of digital competence among teachers in mission-based schools in Esmeraldas were discussed. Following the PRISMA 2020 recommendations, a structured literature review was conducted using a collection of databases including Scopus, Web of Science, SciELO, ERIC, and Dialnet, encompassing scientific articles published in both Spanish and English between 2019 and 2026. The results indicate that teachers' digital competence is more than just instrumental mastery of technology; it serves as a driver of pedagogical innovation, educational inclusion, digital leadership, and institutional transformation. Barriers to connectivity, training, and the resources used were also identified. The main contribution is the introduction of the TEFI Model, designed to consolidate sustainable educational transformation processes in mission-driven organizations operating in fragile environments.