Impact of Moodle Training on Teachers’ Digital Competences in Technical-Productive Education

Llerena-Espinoz E.M.; Garro-Aburto L.; Huanachin-Ttito H.L. · Edutec (2026) · DOI: 10.21556/edutec.2026.97.4503

Resumen

Digital transformation has redefined teaching practices, highlighting the urgent need to strengthen teachers’ digital competence at all educational levels. In technical-productive education, this challenge is even greater due to the strong practical component of training programs, where the pedagogical integration of technology remains limited. This study aimed to determine the impact of a Moodle-based training program on the development of teachers’ digital competence in this context. A quasi-experimental design with control and experimental groups was applied, using a validated questionnaire (Aiken’s V = .86; α = .85) in a sample of 50 teachers from a Technical-Productive Education Center (CETPRO) in Lima. The 16-week intervention combined synchronous and asynchronous activities focused on Moodle’s pedagogical use. Results showed a significant increase in the overall digital competence of the experimental group (ΔM = +1.42; Z = −4.35, p < .001), as well as improvements across all evaluated dimensions. These findings confirm that Moodle-based training enhances both technological proficiency and pedagogical innovation, promoting the transformation of teaching practices within a socioformative framework. The study provides empirical evidence applicable to policy design and continuous professional development in technical-productive education.

Instituciones: Universidad César Vallejo; Universidad Nacional de Educación Enrique Guzmán y Valle