Rapid changes in technology force Higher Education Institutions (HEIs) to generate policies and permanent digitaladaptations in their exercise of forming professionals through university professors. HEIs -in their permanentdesire to qualify teaching faculty and graduate high-level professionals-develop continuous training events tostrengthen and update techno-pedagogical skills that allow giving concrete responses to the needs of a globalizedsociety during a human-educational crisis that arises from the COVID-19 pandemic. This study aims at analyzingwhether nano-MOOCs improve digital teaching competences in university professors since in the scientificliterature, this topic does not show with certainty the effectiveness of these types of courses in teacher training. Byconducting a quantitative descriptive-inferential, comparative quasi-experimental research (pre-test and post-test)and with a sample made up of 297 faculty members from Universidad Tecnica del Norte (UTN, Ibarra-Ecuador)belonging to thefive academic units that compose it, it was identified that the teaching staff has limitations in twoof the areas of competence that are articulated by INTEF Common Framework: creation of digital content andsecurity; nevertheless, they did show optimal skills in the areas of information and information literacy,communication and collaboration, and problem solving. Thefindings also determined that online training basedon a nano-MOOC format becomes a successful alternative for university faculty training, 83.84% of the partici-pants under study improved their level of digital competence. These results show that an efficient customizabletraining can be achieved in less time and adjusted to the needs and characteristics of the professors. The criteria ofvarious authors in thisfield are ratified with this research, it is, therefore, relevant to evaluate the level of digitalcompetence of teachers and, based on that, be able to plan a personalized training programRapid changes in technology force Higher Education Institutions (HEIs) to generate policies and permanent digitaladaptations in their exercise of forming professionals through university professors. HEIs -in their permanentdesire to qualify teaching faculty and graduate high-level professionals-develop continuous training events tostrengthen and update techno-pedagogical skills that allow giving concrete responses to the needs of a globalizedsociety during a human-educational crisis that arises from the COVID-19 pandemic. This study aims at analyzingwhether nano-MOOCs improve digital teaching competences in university professors since in the scientificliterature, this topic does not show with certainty the effectiveness of these types of courses in teacher training. Byconducting a quantitative descriptive-inferential, comparative quasi-experimental research (pre-test and post-test)and with a sample made up of 297 faculty members from Universidad Tecnica del Norte (UTN, Ibarra-Ecuador)belonging to thefive academic units that compose it, it was identified that the teaching staff has limitations in twoof the areas of competence that are articulated by INTEF Common Framework: creation of digital content andsecurity; nevertheless, they did show optimal skills in the areas of information and information literacy,communication and collaboration, and problem solving. Thefindings also determined that online training basedon a nano-MOOC format becomes a successful alternative for university faculty training, 83.84% of the partici-pants under study improved their level of digital competence. These results show that an efficient customizabletraining can be achieved in less time and adjusted to the needs and characteristics of the professors. The criteria ofvarious authors in thisfield are ratified with this research, it is, therefore, relevant to evaluate the level of digitalcompetence of teachers and, based on that, be able to plan a personalized training program.