Digital Competence of Mathematics teachers based on DigCompEdu in Regular Basic Education in the Lambayeque region

The current study aimed to assess the digital competence level among 41 mathematics teachers from the regular basic education sector in the public domain of the Lambayeque region. Utilizing the European Framework for the Digital Competence of Educators (DigCompEdu), key areas such as Professional Engagement, Teaching and Learning, and Open Education were scrutinized. Findings indicated a competent level in Professional Engagement, yet they revealed that teachers are still at initial stages regarding the integration of digital tools in teaching and the use of open educational resources. Although variables like gender, age, and academic background showed no significant differences, it was noted that both the technological infrastructure of institutions and support for professional development positively impact digital competences. This underlines the importance of reinforcing educational policies related to training and digital resources to promote a substantial improvement in mathematics teaching, as a key factor for the development of students’ critical and computational thinking.