Digital competencies enable teachers to use digital technologies in their educational practice in a critical, creative, ethical, and effective way. These competencies include aspects like planning with technologies, creating digital content, evaluating in virtual environments, data protection, and promoting digital skills in students. This research aims to diagnose the level of teachers’ digital competencies based on the sixth area of the European Framework for the Digital Competence of Educators, specifically referencing the promotion of digital competencies in students. For this purpose, a self-assessment instrument was adapted with the help of artificial intelligence and applied as a case study to full-time teachers at the ITCA Higher Technological Institute. Factorial analyses showed high internal consistency and appropriate sample adequacy. The results indicate high levels of performance in basic skills, such as searching, evaluating, and organizing digital information, while showing lower performance in dimensions such as content creation, responsible use of technology, and problem-solving. This highlights a training gap in the development of digital competencies. Differences in standardized means were observed by self-perception level and gender gaps in various competencies. This research provides relevant empirical evidence on the viability of using the adapted framework to diagnose and evaluate digital competencies in technical and technological education teachers in the country. This can guide the improvement of educational processes and the establishment of institutional policies that promote contextualized adaptations.