Teacher digital communication competencies: analysis for transformative pedagogical practice

Abstract

Introduction: Digital transformation and hybrid educational models demand that contemporary teachers possess communicative competencies that transcend disciplinary mastery, integrating verbal, nonverbal, digital, and socio-emotional skills as a cross-cutting core of transformative pedagogical practice. Materials and methods: A qualitative study with a multiple case study design was conducted in three secondary schools in the Boyeros municipality of Havana. The sample included 15 teachers (10 Spanish Literature and 5 Civic Education) and 45 students, selected through purposive sampling. Non-participant observation of 30 class sessions (both in-person and virtual), in-depth semi-structured interviews with teachers, and focus groups with students were used. Data were processed using thematic analysis with ATLAS.ti 22 and validated through member checking. Results: Four macro-communicative competencies were identified: clarity and structuring of digital discourse, management of bidirectional virtual interaction, emotional communication and building a positive online climate, and pragmatic adaptation and multimodality. 78% of students associated clear and responsive teacher communication with greater motivation and academic self-efficacy. 73% of teachers admitted to not having received specific training in digital communication skills in the last five years, highlighting a gap between the perceived importance of these skills (87% consider them essential) and the training they received. Discussion: The findings confirm that communication constitutes the digital pedagogical infrastructure, requiring professional development that transcends the technocentric approach toward situated and collaborative strategies. Conclusions: Ongoing training in communication skills should be explicitly integrated into teacher development programs, with special attention to hybrid and digital educational settings, to guarantee equity and quality in education.