This study examines regional models for the accreditation of Digital Teaching Competence
(DTC) in Spain using open-source intelligence (OSINT) techniques. Significant disparities
have been identified in accreditation criteria and required proficiency levels (A1–C2), which
may contribute to inequalities in teacher training and educational quality. The study adopts
a mixed-methods approach, combining open data analysis, a comparative review of regional
policies, and a case study of Castilla y León. Preliminary findings reveal inconsistencies in
accreditation standards, particularly at advanced levels. The paper concludes with
recommendations aimed at harmonizing regional processes to promote equity in teacher
professional development. This work aligns with TEEM 2025's focus on technological
ecosystems and educational equity.