Impact of the lack of technological resources on the development of digital skills among teachers at the “Rio Jubal” Intercultural Bilingual Educational Unit

Abstract

This case study analyzed the impact of the lack of technological resources on the development of digital competencies among teachers at the UEIB Rio Jubal, Alausí canton (Ecuador). It was conducted using a mixed, descriptive-explanatory, non-experimental, and cross-sectional approach. This allowed for an examination of the institutional reality using three data collection techniques: a survey of 25 teachers, an interview with a principal, and a documentary analysis of institutional reports and regulatory guidelines. The results showed that the institution had significant limitations in technological infrastructure, with a partially operational computer lab, unstable connectivity (10 Mbps), and the absence of a formal technological investment plan. In terms of digital competencies, teachers revealed strengths in the selection of digital resources and in promoting critical use of the internet; however, weaknesses were identified in the use of virtual platforms, digital assessment, and the generation of online collaborative activities. Likewise, 64% of teachers indicated that a lack of resources frequently affected their ability to innovate, while 76% expressed an urgent need for ongoing training. The interview and institutional documents confirmed these perceptions and pointed to the absence of sustainable strategies for incorporating ICTs into the Intercultural Bilingual Education modality. It was concluded that the lack of technology negatively impacted the pedagogical appropriation of ICTs, widening the teacher-student digital divide. Overcoming this problem requires sustained investment in infrastructure, ongoing training aligned with international frameworks such as DigCompEdu, and the updating of the MOSEIB with an approach that articulates intercultural and digital aspects.