Critical digital literacy in Ecuadorian teachers: use, information evaluation, and digital security
DOI:
https://doi.org/10.70577/76y4cm83Keywords:
Digital literacy, critical thinking, teachers, digital competencies, education, educational technology, digital security.Abstract
This study analyzes the level of critical digital literacy among teachers in the Ecuadorian educational context through a quantitative, descriptive, and cross-sectional non-experimental design. The research is conducted with a sample of 30 teachers, using a structured multiple-choice questionnaire that evaluates dimensions such as technology use, information evaluation, critical thinking, digital security, and perceptions of digital literacy.
The results reveal a high level of internet use for educational purposes, along with a positive tendency toward the consumption of academic content. However, gaps are identified in the development of critical thinking, particularly in the identification of fake news and in the consistent application of critical analysis in the classroom. Additionally, weaknesses are observed in knowledge related to personal data protection, despite relatively appropriate practices in managing personal information.
It is concluded that, although teachers recognize the importance of critical digital literacy, its implementation in educational practice remains limited. Therefore, the need to strengthen teacher training processes aimed at developing comprehensive digital competencies is emphasized, in order to address the challenges of the contemporary digital environment.
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Copyright (c) 2026 José Armando Guamán Morocho , María Yesenia Cueva Briceño , Lida del Carmen Torres Toledo , María Patricia Sarango , Danny Cristina Imaicela Armijos (Autor/a)
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