Abstract:

The development of digital teaching competency is a key factor in the pedagogical integration of technologies in the classroom, especially in secondary education. The objective of this study was to identify profiles of secondary school teachers according to their age, professional experience, and level of digital skills, based on data from participants in a digital skills training course (levels 1 and 2), developed in three modalities: face-to-face, synchronous virtual, and asynchronous virtual, between August and October 2025. The study involved 351 teachers, for whom socio-demographic variables (age, gender, area and department of residence), years of experience in secondary education, and a digital skills index were considered. Cluster analysis was applied using the k-means algorithm, resulting in three distinct clusters. Cluster 1 (45.9%; n = 161) groups together teachers of intermediate age and experience (38.1 years old and 7 years of teaching on average), with an average level of digital skill (1.93). Cluster 2 (34.2%; n = 120) consists of relatively younger teachers (36.3 years old) with less professional experience (4.95 years), but with the highest level of digital skills (2.38). Cluster 3 (19.9%; n = 70) brings together older and more experienced teachers (44.8 and 10 years, respectively), who have the lowest level of digital skills (1.47) and are more prevalent in rural areas. In all three groups, urban residence and concentration in the Central department predominate, although with varying degrees of territorial dispersion. The results show different profiles of digital competence, suggesting the need to design continuing education strategies segmented by age group and professional background, with special attention to more experienced teachers and those residing in rural areas.

Keywords:

Teacher digital competence, cluster analysis, secondary education, teacher training, educational technologies.