International Journal of
Information and Education Technology

Abstract

While physical access to technology remains a global challenge, contemporary educational success now depends on the professional digital competencies. This study aims to analyze and contextualize the digital competence levels of 563 secondary school teachers in Paraguay, using the Saberes Digitales (Digital Literacies) framework as a theoretical foundation. This study employed a quantitative, non-experimental, and cross-sectional design, and examines the relationship between digital proficiency and various sociodemographic variables such as age and gender. The results indicate a general intermediate level of digital competence, with significant strengths in skills such as digital citizenship, digital literacy, and communication. However, some weaknesses were identified in advanced pedagogical areas, specifically managing Artificial Intelligence (AI), data manipulation, and the use of specialized software. Comparative analyses revealed that gender differences exist where men teachers scored slightly higher in some skills relative to women. Also, the most significant factor influencing technological proficiency is professional experience; a negative correlation exists between years of teaching and digital proficiency, highlighting an important generational gap. These findings highlight the necessity of targeted professional development programs to bridge existing gaps and to focus on the pedagogical appropriation of emerging technologies.