The disruptive and rapid changes that technology is undergoing mean that human beings must be increasingly prepared in order to remain up-to-date with knowledge. The aim of this study is to determine the digital competence of the faculty of the Universidad Nacional de Chimborazo (Ecuador) in their teaching practice in order to identify the necessity of training within technological and pedagogical fields. A quantitative focus with a non experimental- transversal design of descriptive type was utilised. There were 178 teachers involved and an instrument of 50 items divided in 10 dimensions used, of which 5 were analysed within this study (t echnological, p edagogical, t echno-p edagogical, axiological and academic management). The results obtained indicate that the faculty is at an intermediate level for both ICT knowledge and use within their teaching practice in each one of these dimensions. The main conclusion of the study comes back to the need to strengthen knowledge of p edagogical asp ects in order to implement ICT in a critical and sensible way.