<?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>1665-6180</journal-id>
<journal-title><![CDATA[Apertura (Guadalajara, Jal.)]]></journal-title>
<abbrev-journal-title><![CDATA[Apert. (Guadalaj., Jal.)]]></abbrev-journal-title>
<issn>1665-6180</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Guadalajara, Sistema de Universidad Virtual]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-61802025000100038</article-id>
<article-id pub-id-type="doi">10.32870/ap.v17n1.2573</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Competencia digital en docentes de Mérida, Yucatán: resultados de una investigación en educación básica]]></article-title>
<article-title xml:lang="en"><![CDATA[Digital Competence in Teachers in Mérida, Yucatán: Results of a Research Study in Basic Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quiñonez Pech]]></surname>
<given-names><![CDATA[Sergio Humberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Domínguez Castillo]]></surname>
<given-names><![CDATA[José Gabriel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Yucatán  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>17</volume>
<numero>1</numero>
<fpage>38</fpage>
<lpage>53</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-61802025000100038&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-61802025000100038&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-61802025000100038&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Ante los avances tecnológicos y el surgimiento de paradigmas emergentes para la enseñanza, los docentes de educación básica deben desarrollar competencias digitales que apoyen a los estudiantes en su aprendizaje y colaboren en la construcción de una innovación centrada en el bienestar social. Con esto en cuenta, el presente estudio siguió un enfoque cuantitativo, con finalidad analítica, de alcance correlacional, transeccional y retrospectivo, con un control de asignación observacional. El objetivo de la investigación fue identificar el nivel de autopercepción de la competencia digital de los docentes del nivel básico y determinar si existe una relación entre este nivel de competencia en sus diferentes dimensiones, con las variables demográficas y de acceso a la tecnología. Entre los principales hallazgos, se identificó que 50% de los docentes encuestados se considera con un nivel básico respecto a su competencia digital; también se encontró que la variable género presenta diferencias estadísticamente significativas con las dimensiones de ciudadanía digital y las habilidades técnicas; por otra parte, la variable edad demostró estar inversamente asociada a las dimensiones de diseño de ambientes de aprendizaje y las habilidades técnicas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Given technological advancements and the emergence of new teaching paradigms, basic education teachers must develop digital competencies that support students in their learning process and contribute to building innovation focused on social well-being. With this in mind, the present study followed a quantitative approach with an analytical purpose, a correlational, cross-sectional, and retrospective scope, and an observational assignment control. The objective of the research was to identify the self-perceived level of digital competence among basic education teachers and to determine whether there is a relationship between this level of competence in its different dimensions and demographic variables as well as access to technology. Among the main findings, 50% of the surveyed teachers considered themselves to have a basic level of digital competence. Additionally, the gender variable showed statistically significant differences in the dimensions of digital citizenship and technical skills. On the other hand, age was found to be inversely associated with the dimensions of learning environmental design and technical skills.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Competencia digital]]></kwd>
<kwd lng="es"><![CDATA[enseñanza básica]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje en línea]]></kwd>
<kwd lng="es"><![CDATA[TIC]]></kwd>
<kwd lng="en"><![CDATA[Digital Competence]]></kwd>
<kwd lng="en"><![CDATA[Basic Education]]></kwd>
<kwd lng="en"><![CDATA[Online Learning]]></kwd>
<kwd lng="en"><![CDATA[ICT]]></kwd>
</kwd-group>
</article-meta>
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