This research aims to understand the perceptions of teachers at Ecuadorian Technological Institutes (EQUIP) in the development of their digital competencies based on the DigCompEdu model. The study was justified by the growing need for pedagogical adaptation in virtual environments and by the limited existing research on the topic in Ecuadorian technological institutes. The methodology employed was descriptive in scope with a quantitative approach. A questionnaire adapted from the DigCompEdu framework was administered to 76 teachers during the 2024-2025 academic period. The instrument evaluated six key dimensions: professional commitment, digital resources, teaching and learning, assessment, student empowerment, and promotion of digital competencies in students. The data were analyzed using SPSS software, obtaining a high level of reliability (α=0.956). The results revealed that teachers achieved higher scores in student empowerment (3.917) and facilitation of digital competencies (3.892). However, difficulties are noted in the creation of digital resources (3.09) and communication through ICT (2.95). Furthermore, it was identified that most teachers are at level B1 (Integrator) of digital competence, with differences by gender: men predominated at advanced levels. It is concluded that ISTVL teachers demonstrate a willingness to integrate technologies into their educational practice and address challenges in pedagogical innovation and access to resources.