Introduction. Digital transformation is a decisive factor in strengthening institutional management in contemporary educational organizations; however, public Ecuadorian institutions still face connectivity, support, and digital-competence limitations that restrict its use. Objective. To determine the relationship between the level of implementation of digital strategies and the strengthening of institutional management as perceived by teachers at the "26 de Noviembre" Educational Unit during the first quarter of 2026, to formulate institutional improvement guidelines. Methodology. Quantitative, non-experimental, cross-sectional study with a descriptive-correlational scope and an applied Research, Development, and Innovation (R+D+i) component. A 24-item Likert questionnaire (1-5) was applied census-wide; of 49 teachers who agreed to participate, 37 completed the entire instrument and formed the analytical base. An Exploratory Data Analysis (EDA) protocol preceded the inferential contrast, using Spearman's rho with 95% bootstrap confidence intervals (5,000 resamples) and Holm correction for dimension-level comparisons. Results. Digital strategies reached an overall mean score of 3.56 (SD = 0.51) and institutional management 3.60 (SD = 0.64); the access-and-support dimension was the weakest (M = 2.84). A positive, low-to-moderate association was found between both variables (rho = .334; 95% CI [-0.02, 0.64]; p = .043; n = 37); dimension-level correlations were not significant after the Holm adjustment. Conclusion. There is preliminary evidence of a positive relationship between digital strategies and institutional management, although of modest magnitude and wide sampling uncertainty, supporting the design of R+D+i guidelines centered on access, technical support, and institutional communication. General Area of Study: Education. Specific area of study: Educational management and digital transformation. Type of study: Original article.

Introduction: Ecuador’s education system must constantly adapt to the changes brought about by technological advances. In this regard, the assessment revealed that, at the Abelardo Moncayo School, teachers face limitations in incorporating modern technologies into the design of instructional materials. In this context, integrating Canva with AI is an option worth considering enhancing teachers’ digital skills and creating new teaching experiences. Objective: is to implement a methodological strategy for training in digital tools specifically Canva with artificial intelligence to strengthen the digital skills and innovation of teachers at the Abelardo Moncayo Educational Unit in the creation of instructional resources. Methodology: the approach developed was a mixed-methods, applied study with a pre-experimental design and explanatory scope. The total population consisted of 32 high school teachers and three institutional officials. For the pretest, a 12-question survey was administered, grouped into four dimensions: training and teaching methodology; use of digital tools; digital and AI competencies in teaching practice; and the production of instructional resources and educational innovation. Results: the initial assessment revealed insufficient levels across all evaluated dimensions, with an overall average of 42.03%. Upon implementing the teacher training methodology, the averages increased to 83.61%, eliminating any levels of dissatisfaction. Dimension 4 recorded the highest average on the posttest, at 88.4%. Conclusion: the methodological strategy for training in Canva using artificial intelligence made a positive contribution to expanding teachers' digital skills and fostering innovation in the design and development of educational resources, thereby strengthening the teaching-and-learning process in the digital age. General Area of Study: Educational Sciences. Specific area of study: Teachers' Digital Skills and the Integration of Artificial Intelligence into Education. Type of study: Original article.