Teachers’ Digital Competences and Their Relationship with Pedagogical Innovation in Virtual Learning Environments

Abstract

Educational digitalisation has transformed teaching processes, positioning teachers’ digital competences as a key pillar for pedagogical innovation in virtual learning environments. Teachers assume a strategic role that requires the critical and didactic integration of technology, aimed at generating meaningful learning experiences. Innovation depends on their capacity to design and manage ICT-mediated approaches, promoting active methodologies, interaction, and collaborative learning. However, gaps in these competences persist, limiting the pedagogical potential of virtual environments. The study, based on a documentary and analytical-critical approach under PRISMA criteria, demonstrates that the comprehensive development of digital competences directly influences educational quality and the consolidation of innovative, student-centred practices.