The accelerated digital transformation in the educational field has generated a growing need to strengthen teachers’ digital competencies—not only in technical terms, but as a critical, ethical, and pedagogical integration of technologies into their professional practices. Within this framework, the present study is situated at the Instituto Politécnico Nacional (IPN), a higher education institution characterized by broad academic, technological, and cultural diversity, were digital training challenges manifest in particularly complex ways.

The core problem addressed lies in the limited institutional articulation for the development of digital teaching competence (DTC), as well as the absence of systematic diagnostics that can identify the real training needs of faculty members. Despite isolated efforts and some positive training experiences, persistent barriers include resistance to change, lack of clear policies, limited access to technological resources, and pronounced heterogeneity among academic units. These factors collectively hinder the meaningful integration of digital technologies in teaching, research, management, and community engagement.

The aim of this proposal is to conduct a formative diagnostic to assess the current development level of digital competencies among IPN faculty. The goal is to generate evidence that supports the design of more relevant, differentiated, and sustainable training strategies, enabling the authentic incorporation of ICTs into the core functions of academic work.

The methodology includes a documentary review of international conceptual models and frameworks, such as the European DigCompEdu and UNESCO’s ICT-CFT, to be adapted to the national and institutional context. Key variables considered include professional area, age, pedagogical training, teaching experience, and digital self-perception. This perspective allows for moving beyond instrumentalist approaches, promoting a training model focused on innovation, digital safety, critical thinking, and technological inclusion.

This research represents an essential step toward the construction of institutional policies aimed at educational transformation from a perspective of equity, sustainability, and innovation.

Keywords: Digital teaching competence, continuing professional development, ICT in education.