Correlaciones entre las competencias digitales docentes y el comportamiento móvil del estudiantado: un análisis emparejado

Abstract

This study explores the relationship between teachers' digital competencies and problematic mo-bile phone use among adolescent students, specifi-cally addressing nomophobia, defined as the irra-tional fear of being without mobile phone access. Using a relational design, a matched database was analyzed, including responses from 642 teachers and 642 students from public educational institu-tions in Ecuador. Results indicated that teachers' digital competencies significantly correlate with various manifestations of nomophobia among stu-dents. It was observed that teachers' effective use of structured educational platforms, such as Moo-dle, tends to reduce problems related to students' excessive mobile phone usage. Additionally, the identified patterns varied by educational level, showing that social mobile phone use predominates in early educational stages, while at higher educa-tional levels, the device becomes a means of coping with academic stress. These findings underscore the importance of strengthening teacher training, not only in technical aspects but also in critical and pedagogical management of digital technologies, aiming to improve educational quality and students' overall well-being.