“…Continuing with all the theories related to ICT (Pirnau et al,2020), (Farias-Gaytán et al,2023), (Becerra et al,2022), and (Arellano Espinoza et al,2021), in the educational field, we can mention that the importance of the use of ICT by professors emphasizing on boosting the preparation of interactive digital competences (Castellanos et al,2019) in higher education institutions, show the urgency of the needs while using ICT (Althibyani et al,2023), besides the contents on theory that are taught due to they need an interaction and complementation with enough practice and collaborative learning, so the use of ICT is required (Makananise et al,2023),several researchers found that not enough value is given to the functional particularities of ICT (Palacios-Núñez et al,2022), in the educational processes carried out in these centers, representing a current problem not yet solved, therefore it can be evidenced that technological innovations have still not taken the place they need in the educational context, despite the fact that it is clear the transcendence in the changes of academic processes, based on the imminent requirements of the use of ICT (Domingo-Coscollola et al,2020). Internationally, there is a model of ICT policies that is worked by the different governments from all the countries, each one has established the ways of working according to the subject, in Peru (Rivera et al,2020), the government announced the policies of digital transformation throughout the country, a process that has been progressing gradually.…”