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Many factors influence teachers’ attitude toward using information and communications technology (ICT) and e-learning and their implantation in the educational process. Teachers are reluctant to embrace new things if they are not acquainted with them or do not have complete information. Those who have some knowledge and experience in the application of ICT and e-learning are more open to their integration. The COVID-19 pandemic was unexpected, and no one was prepared for it, especially those teachers who did not use ICT and e-learning. In a short period of time teachers had to embrace digital technologies in order to ensure continuation of educational processes. In surveys carried out during the pandemic, teachers find that their digital competences have increased based largely on the use of ICT and e-learning technologies. Two years after the start of the pandemic, surveys are showing that teachers have good knowledge of e-learning applications in the educational process, but they need professional development in the use of ICT and e-learning more than in digital pedagogies. Yet, their use of ICT and e-learning technologies during the pandemic is predominantly in videoconferencing tools to ensure the continuation of live lectures, and in the use of learning management systems (LMS) for dissemination of information about the course, learning materials and communication. Research results indicate that there are no significant changes in the use of LMS since before the pandemic. Experience gained during the pandemic is not in online education, but mostly in emergency remote teaching whereby teachers used basic technologies in order to ensure the continuation of educational processes. It can be concluded that lack of digital competence influences teachers’ readiness for use of digital technologies and their perception of the possibilities and benefits digital technologies can bring to education. It can also explain why teachers are going back to classroom teaching or an online/classroom hybrid as an addition to teaching and learning. Teachers’ digital confluence can significantly influence the process of digital transformation of education, as competent teachers will be able to provide high-quality education. It has become evident that digital technologies are unavoidable in the educational process and their implementation is important for enhancing its quality. Accordingly, teachers’ continuing professional development must become an integral part of their career, not just an opportunity for those who are interested.

INTRODUCCIÓ. Enriquir els ambients d’aprenentatge amb TIC és possible gràcies a la infinitat d’eines que milloren la comunicació, la interacció i l’accés a fonts d’informació. L’objectiu d’aquest estudi va ser determinar el nivell d’apropiació i integració de les TIC en docents i estudiants de la Facultat de Filosofia de la Universitat Central de l’Equador. MÈTODE. L’estudi es va dur a terme mitjançant un enfocament quantitatiu, d’abast descriptiu. La població d’estudi van ser docents i estudiants. Es va utilitzar un mostreig aleatori simple amb un 95 % de confiabilitat i un 5 % d’error. La tècnica va ser l’enquesta i l’instrument va ser el qüestionari. RESULTATS. En els nivells d’apropiació es va obtenir una mitjana de 3,48/5 en estudiants i 3,30/5 en docents. En integració es va obtenir 3,16/5 en estudiants i 2,90/5 en docents. Per verificar diferències estadísticament significatives entre estudiants i docents en ús i integració es va utilitzar la prova U de Mann-Whitney. DISCUSSIÓ. Sí que hi ha ús i integració de les TIC en la població investigada, però no hi ha diferències estadísticament significatives en l’ús i integració de tecnologies en els processos d’ensenyament i aprenentatge entre estudiants i docents. INTRODUCTION. Enriching learning environments with ICT is possible thanks to the myriad of tools that improve communication, interaction and access to information sources. This study aimed to determine the level of appropriation and integration of ICT in teachers and students of the Faculty of Philosophy of the Central University of Ecuador. METHOD. The study combined descriptive research with a quantitative approach. The study population were teachers and students, selected via simple random sampling with a confidence level of 95% and a margin of error of 5%. The technique used was the survey and the instrument chosen was the questionnaire. RESULTS. With regard to appropriation, the average for students was 3.48 out of 5 and the average for teachers was 3.30 out of 5. In integration, the average was 3.16 out of 5 for students and 2.90 out of 5 for teachers. To verify statistically significant differences between students and teachers in use and integration, the Mann–Whitney U test was used. DISCUSSION. ICT was used and integrated by both the students and the teachers, but there were no statistically significant differences in the two groups’ use and integration of technologies in teaching and learning processes. INTRODUCCIÓN. Enriquecer los ambientes de aprendizaje con TIC es posible gracias a la infinidad de herramientas que mejoran la comunicación, la interacción y el acceso a fuentes de información. El objetivo fue determinar el nivel de apropiación e integración de las TIC en docentes y estudiantes de la Facultad de Filosofía de la Universidad Central del Ecuador. MÉTODO. El estudio se llevó a cabo mediante un enfoque cuantitativo, de alcance descriptivo. La población de estudio fueron docentes y estudiantes. Se utilizó un muestreo aleatorio simple con un 95 % de confiabilidad y 5 % de error. La técnica fue la encuesta y el instrumento el cuestionario. RESULTADOS. Se obtuvo en los niveles de apropiación una media de 3,48/5 en estudiantes y 3,30/5 en docentes. En integración se obtuvo 3,16/5 en estudiantes y 2,90/5 en docentes. Para verificar diferencias estadísticamente significativas entre estudiantes y docentes en uso e integración se utilizó la prueba U de Mann-Whitney. DISCUSIÓN. Sí hay uso e integración de las TIC en la población investigada, pero no hay diferencias estadísticamente significativas en el uso e integración de tecnologías en los procesos de enseñanza y aprendizaje entre estudiantes y docentes.