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 mobile phone use among adolescent students, specifically in relation to nomophobia, defined as the irrational fear of being without mobile phone access. Using a relational design, a matched database was analyzed, including responses from 642 teachers and students from Ecuadorian public educational institutions. The results revealed that teachers' digital competencies are significantly associated with various manifestations of nomophobia among students. It was observed that the appropriate use of structured educational platforms by teachers, such as Moodle, tends to reduce problems related to students' excessive mobile phone use. Additionally, the identified patterns vary according to the educational level, showing that social mobile phone use predominates in early stages, while at higher educational levels, the mobile phone becomes a means of coping with academic stress. These findings highlight the importance of strengthening teacher training not only in technical aspects but also in critical and pedagogical management of digital technologies, with the aim of improving educational quality and students' overall well-being.