<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2542-2987</journal-id>
<journal-title><![CDATA[Revista Scientific]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Sci.]]></abbrev-journal-title>
<issn>2542-2987</issn>
<publisher>
<publisher-name><![CDATA[Instituto Internacional de Investigación y Desarrollo Tecnológico Educativo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2542-29872024000400063</article-id>
<article-id pub-id-type="doi">10.29394/scientific.issn.2542-2987.2024.9.34.3.63-83</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Competencias Digitales: Influencia en el Desempeño Académico de los Docentes de una Unidad Educativa]]></article-title>
<article-title xml:lang="en"><![CDATA[Digital Competencies: Influence on Academic Performance of Teachers in an Educational Unit]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Calle Zuñiga]]></surname>
<given-names><![CDATA[Roberto Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez Yagual]]></surname>
<given-names><![CDATA[Cristhian Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo, UCV  ]]></institution>
<addr-line><![CDATA[Piura ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad César Vallejo, UCV  ]]></institution>
<addr-line><![CDATA[Piura ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>9</volume>
<numero>34</numero>
<fpage>63</fpage>
<lpage>83</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2542-29872024000400063&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2542-29872024000400063&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2542-29872024000400063&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio investigó la influencia de las competencias digitales en el desempeño académico docente en una Unidad Educativa de Santa Elena, fundamentado en las teorías del caos y conectivismo. Se empleó un diseño no experimental, correlacional-causal con enfoque cuantitativo. La muestra incluyó 100 docentes, evaluados mediante dos instrumentos validados de 24 ítems cada uno. Los resultados revelaron que el 69,0% de docentes presenta nivel bajo en competencias digitales, 26,0% nivel adecuado y 5,0% nivel alto. La regresión logística ordinal arrojó un Chi cuadrado de 96,365 (p&lt;0,05), rechazando la hipótesis nula. El coeficiente Nagelkerke (0,546) indica que las competencias digitales explican el 54,6% de la varianza en el desempeño docente. Se concluye que las competencias digitales influyen significativamente en el desempeño académico docente, especialmente en las relaciones interpersonales (55,2%) y responsabilidad funcional (53,5%), sugiriendo la necesidad de fortalecer la capacitación digital docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study investigated the influence of digital competencies on teachers' academic performance at an Educational Unit in Santa Elena, based on chaos and connectivism theories. A non-experimental, causal-correlational design with a quantitative approach was employed. The sample included 100 teachers, evaluated through two validated 24-item instruments. Results revealed that 69,0% of teachers show low digital competency levels, 26,0% adequate level, and 5,0% high level. Ordinal logistic regression yielded a Chi-square of 96,365 (p&lt;0,05), rejecting the null hypothesis. The Nagelkerke coefficient (0,546) indicates that digital competencies explain 54,6% of variance in teaching performance. The study concludes that digital competencies significantly influence teaching academic performance, particularly in interpersonal relationships (55,2%) and functional responsibility (53,5%), suggesting the need to strengthen digital teacher training.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[competencia digital]]></kwd>
<kwd lng="es"><![CDATA[desempeño docente]]></kwd>
<kwd lng="es"><![CDATA[tecnología educacional]]></kwd>
<kwd lng="es"><![CDATA[desarrollo profesional docente]]></kwd>
<kwd lng="es"><![CDATA[evaluación del docente]]></kwd>
<kwd lng="en"><![CDATA[digital competence]]></kwd>
<kwd lng="en"><![CDATA[teaching performance]]></kwd>
<kwd lng="en"><![CDATA[educational technology]]></kwd>
<kwd lng="en"><![CDATA[teacher professional development]]></kwd>
<kwd lng="en"><![CDATA[teacher evaluation]]></kwd>
</kwd-group>
</article-meta>
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