<?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>2739-0063</journal-id>
<journal-title><![CDATA[Revista InveCom]]></journal-title>
<abbrev-journal-title><![CDATA[Revista InveCom]]></abbrev-journal-title>
<issn>2739-0063</issn>
<publisher>
<publisher-name><![CDATA[Asociación Investigadores Venezolanos de la Comunicación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2739-00632025000402081</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.14889698</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Formación continua y competencias digitales en la gestión pedagógica de los docentes]]></article-title>
<article-title xml:lang="en"><![CDATA[Continuing education and digital skills in the pedagogical management of teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chilquillo Carcamo]]></surname>
<given-names><![CDATA[Orlando Babalu]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cristobal Marquez]]></surname>
<given-names><![CDATA[Haydee Betty]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ponte Quiñones]]></surname>
<given-names><![CDATA[Elvis Jerson]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Huaranga Orosco]]></surname>
<given-names><![CDATA[Edwin Magno]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Trujillo ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Trujillo ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Trujillo ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>5</volume>
<numero>4</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2739-00632025000402081&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2739-00632025000402081&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2739-00632025000402081&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La formación continua y la competencia digital son fundamentales en los procesos de lo aprendizaje, por ello se debe tener en cuenta una buena gestión pedagógica para la calidad educativa. El presente artículo se refiere a una investigación cuyo objetivo general fue determinar la incidencia de la formación continua, competencias digitales en la gestión pedagógica de los docentes. Se utilizó una metodología con paradigma positivista, enfoque cuantitativo, tipo básica, con diseño no experimental. La muestra de estudio estuvo constituida por 120 docentes de colegios estatales de inicial, primaria y secundaria, aplicando tres cuestionarios con escala ordinal, previamente pasaron por los procesos de validez de contenido mediante el juicio de expertos y de confiabilidad con el estadístico de Alfa de Cronbach. Según los resultados se indica, que la mayoría de los docentes tienen alta la formación continua y competencias digitales, para su gestión pedagógica. Asimismo, conforme a la prueba de Nagelkerke, es significativa en 65,7%. Finalmente, como conclusión general, se determinó la incidencia significativa entre la formación continua, competencias digitales en la gestión pedagógica de los docentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Continuous training and digital competence are fundamental in learning processes, which is why good pedagogical management must be considered for educational quality. This article refers to a research whose general objective was to determine the incidence of continuous training, digital skills in the pedagogical management of teachers.. A methodology with a positivist paradigm, quantitative approach, basic type, with a non-experimental design was used. The study sample consisted of 120 teachers from state schools of initial, primary and secondary education, applying three questionnaires with an ordinal scale, previously passed through the processes of content validity by expert judgment and reliability with the Cronbach's Alpha statistic. According to the results, it is indicated that most teachers have high continuous training and digital competencies for their pedagogical management. Likewise, according to the Nagelkerke test, it is significant at 65.7%. Finally, as a general conclusion, the significant incidence between continuous training, digital competencies in the pedagogical management of teachers was determined.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[formación continua]]></kwd>
<kwd lng="es"><![CDATA[competencias digitales]]></kwd>
<kwd lng="es"><![CDATA[gestión pedagógica]]></kwd>
<kwd lng="en"><![CDATA[continuous training]]></kwd>
<kwd lng="en"><![CDATA[digital competencies]]></kwd>
<kwd lng="en"><![CDATA[pedagogical management]]></kwd>
</kwd-group>
</article-meta>
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