Evaluation of the ICT Competencies of Teachers according to the Model of the Ministry of National Education in Colombia: An analysis using Structural Equation Models

Abstract

This study assesses the information and communication technology (ICT) competencies of primary and secondary school teachers in Norte de Santander and Cúcuta, employing the ICT competency model developed by the Ministry of National Education of Colombia. A structural equation model was employed to analyze data from a sample of 538 teachers to identify causal relationships between general ICT competence and specific competencies, including technological, pedagogical, communicative, management, and investigative competencies. The findings substantiate the reliability of the employed instrument and underscore the significance of integrating ICT to enhance educational practice. ICT competence exerts a pronounced influence on all the specific competences assessed, thereby providing a robust foundation for the development of teacher training programs that optimize the use of ICT, particularly in the post-pandemic context, promoting more effective and adaptive education.