The exponential growth of online education in recent years constitutes an irrefutable testimony of its growing relevance in contemporary society (Shailendra et al., 2018; Garćıa-Vandewalle Garćıa et al., 2021). In an increasingly digitalized world, distance education has become an educational option that transcends geographical and temporal barriers. This phenomenon has generated considerable interest in the academic community and educational policies, leading to a significant increase in online educational programs in Ecuador.

The professional profile of teachers who participate in online education has acquired an unavoidable significance in guaranteeing the quality and effectiveness of academic programs (Day and Leitch, 2007; Maćıas et al., 2022). Teachers in this environment must possess strong knowledge in their areas of specialization and be competent in using information and communication technologies (ICT) and applying appropriate pedagogical strategies for online learning. Teachers' profiles must be multidimensional and adaptable to the changing demands of online education (Howard et al., 2021). Adopting pedagogical approaches focused on competencies has become a fundamental pillar of the online education modality (Verger and Curran, 2014; Falloon, 2020). Competency-based teaching focuses on developing practical skills and knowledge that students can apply in real situations. This requires teachers to convey information and design learning experiences that encourage problem-solving, critical thinking, and practical application of knowledge (Shanta and Wells, 2022).

Scientific literature highlights the urgent need to understand how teachers adapt and develop in the online education environment because this modality poses specific challenges in contrast to face-to-face teaching (Mullen, 2020; Panduro et al., 2022; Cevallos Zambrano et al., 2023). These challenges include the need to master Information and Communication Technologies (ICT; Ra et al., 2016) and the ability to design effective online learning experiences (D́ıaz et al., 2021). In Ecuador, a developing country seeking to advance its online education offering, it is essential to understand how teachers prepare and develop to meet these challenges (Sevy-Biloon, 2021). The quality of teacher training directly impacts the quality of online education offered (Hidalgo-Andrade et al., 2021). The lack of specific research addressing the teaching profile and competency training in Ecuador's online education context is evident and constitutes a gap that must be addressed (Cejas et al., 2019).

Regarding the practical benefits of this study, it highlights the benefits of online education and the main features of the teachers' profile for its realization. Our society establishes online education as an alternative educational modality (Rochina Chisag and Tabuena, 2022), overall in pandemic time scenarios (Vásquez, 2022). The results of this research will benefit not only universities and teachers involved in online education in Ecuador and other similar countries but also offer valuable information to inform educational policies and improve the quality of online education. By better understanding the specific needs and challenges of teachers in this context, more effective training strategies can be developed, and excellence in online teaching can be promoted. Thus, this article analyzes the teaching profile and competency-based training in online education courses at Ecuadorian public universities. Through a meticulous review of existing literature and the collection of empirical data, it seeks to provide a comprehensive understanding of how these aspects are being addressed in the educational institutions in question.

The rest of this paper is organized as follows. Section 2 describes the main characteristics of distance and online education in pandemic time. Section 3 defines teacher training in virtual spaces. Section 4 gives details and discusses the academic results obtained concerning the importance of teacher training and the adoption of competency-based approaches in online education in Ecuador. Section 5 summarizes the main limitations of online education. In the Conclusions section, the paper details the benefits of our educational experience and motivation for continuing to apply it in similar contexts in other in-developing countries like Ecuador.

The preparation of teachers in managing virtual environments in Ecuador was characterized by its scarcity, particularly in the context of higher education, before the pandemic. This situation required a rapid and substantial transformation in pedagogical practices and the adoption of digital technologies (Dwivedi et al., 2020). However, it was identified that many teachers faced deficiencies in their technical knowledge and experience in online teaching (Opanasenko and Novikova, 2023).

The advent of the COVID-19 pandemic forced educational institutions to implement immediate measures to ensure the continuity of teaching. This crisis highlighted the pressing need to train teachers to use virtual tools and platforms effectively and adapt their pedagogical strategies to online environments (El Bettioui et al., 2022). Teacher training became a crucial element in maintaining the quality of education and ensuring the delivery of content effectively through digital media. However, it was identified that many teachers lacked the technical competence necessary to effectively use digital technologies in the teaching-learning process (Leroux et al., 2017). This gap highlighted the importance of developing specific training programs that address the skills and knowledge required for online teaching. Furthermore, the need to promote the acquisition of essential digital skills, not only for the teacher but also for the students, was highlighted to improve the online educational experience.

In the context of the educational transformation generated by online education, a significant emphasis on developing competencies in students has emerged, leading to a critical review of academic and professional profiles (Baran et al., 2011). In this context, competencies are defined as a dynamic amalgamation of attributes encompassing procedures, skills, attitudes, and responsibilities that students can demonstrate at the end of their training process (Savic and Kashef, 2013; Guinda and Breeze, 2017).

The concept of the professional profile is conceived as the set of distinctive features and skills that allow the identification of a professional in a specific field of knowledge (Cerritelli et al., 2021). Within online education, a pedagogical model has been forged that is characterized by its flexibility and openness, which adapts to students' individual experiences and focuses on developing highly relevant professional competencies in the current market labor (Van Der Vleuten and Schuwirth, 2005; Jackson and Wilton, 2016). In this sense, online education becomes a favorable scenario to promote the development of key competencies that include, among others, effective oral and written communication, the capacity for creative and critical analysis, the ability to reflect independently, and the ability to work collaboratively in multicultural contexts (Kivunja, 2015). Likewise, the importance of students acquiring skills that allow them to evaluate alternatives conveniently, select appropriate strategies, and assume responsibility for the decisions made in their respective professional fields is emphasized. This competency-focused approach seeks to equip students with skills that transcend the simple collection of theoretical knowledge, focusing on their ability to apply that knowledge in real and changing situations effectively. In addition, it promotes the development of an integrated vision of reality, an open and critical attitude, the ability to dialogue constructively, the competence to work productively in multidisciplinary teams, and a solid base in digital skills necessary for managing emerging technologies.

Teacher training and adopting competency-based approaches in online education are two crucial aspects that significantly impact the quality and effectiveness of educational programs in Ecuador. Preparing highly competent teachers and implementing competency-based programs are essential to address the growing demands of online education, especially in the current context of accelerated educational transformation. In this context, Table 2, as a comparative table, analyzes the main characteristics of the teaching profile and training by competencies in online education in Ecuador. This table aims to provide a clear and concise view of how these two key aspects intertwine and contribute to the development and success of online education in the country.

Online education in higher education has undoubtedly opened doors to a more accessible and flexible learning environment, yet it also comes with limitations (Hofer et al., 2021). One of the primary challenges is the potential for a lack of personal connection and interaction among students and instructors (Guzzardo et al., 2021). The absence of face-to-face interaction in online courses can hinder opportunities for meaningful discussions, collaborative learning, and immediate feedback that traditional classroom settings often provide (Kalmar et al., 2022). This limitation can lead to feelings of isolation among students, impacting their engagement and motivation.

Another significant limitation is the digital divide, which refers to students' unequal access to technology and the Internet (Van De Werfhorst et al., 2022). Not all students have the same level of access to reliable internet connections, up-to-date devices, or the necessary software for online learning. This disparity can create barriers to participation and success, as students from underserved communities or rural areas may struggle to keep up with coursework or fully engage in online activities (Sohel et al., 2024).

Concerns about academic integrity can make the effectiveness of online assessments and exams questionable (Holden et al., 2021). Cheating and plagiarism can be more challenging to monitor and prevent in virtual settings, raising doubts about the validity and fairness of online evaluations (Siddhpura and Siddhpura, 2020). This issue requires innovative approaches and robust technologies to uphold academic honesty while ensuring a level playing field for all students.

The design and delivery of online courses can sometimes lack the richness and depth of traditional classroom experiences (de Souza Rodrigues et al., 2021). Courses must be carefully structured to maintain student interest and engagement throughout the learning process. Without proper instructional design and technology integration, online courses risk becoming monotonous or overwhelming, affecting the quality of learning outcomes (Hensen, 2023).

Self-discipline and time management skills are paramount in online education (Razavi and Soltani, 2023). While the flexibility of asynchronous learning allows students to study at their own pace, it also requires a high level of self-motivation and organization to stay on track with coursework and deadlines. Some students may struggle with the autonomy that comes with online learning, mainly if they are accustomed to more structured, in-person classes.

Addressing previous limitations, institutions and educators must continuously innovate and adapt online education to meet students' diverse needs better (Hofer et al., 2021). Strategies such as increased support services, enhanced digital literacy training, and dynamic, interactive course designs can help mitigate these challenges and create a more inclusive and effective online learning environment in higher education (Wei, 2023).

The study highlights the importance of two fundamental elements in online education in Ecuador: the teaching profile and competency training. A comparative analysis and review of previous research supported by citations from relevant authors have identified key findings that underline its relevance and implications in the Ecuadorian educational system. Firstly, it has been highlighted that the teaching profile in online education demands an amalgamation of unique competencies encompassing technological, pedagogical, and social skills. Teachers must be versed in the effective use of technology, able to design high-quality online learning experiences, and prepared to foster interaction and communication in virtual environments. Undeniably, teachers' training and continuous training in these areas is imperative to guarantee their competence in a constantly evolving environment. In contrast, competency-based training focuses on developing specific skills in students. This pedagogical approach seeks to empower students with specific skills applicable and relevant to their future academically and professionally. This orientation transforms online education into an experience that focuses on learning and skill acquisition, potentially improving students' preparation to meet the challenges of today's labor market.

Additionally, it has been observed that the evaluation of the teaching profile is based primarily on the observation and evaluation of the teacher's performance in online teaching. In contrast, assessing students' competencies is carried out by measuring their performance and achievements concerning predefined standards. These differences in assessment approaches reflect an emphasis on the role of the teacher in the teaching profile and a student-centered orientation in the competency-based training approach.

Ultimately, it is concluded that a solid and competent teaching profile contributes significantly to online education quality and academic programs' success. Highly competent teachers are critical in delivering a high-quality, effective student learning experience. On the other hand, competency-based training presents transformative potential by preparing students more effectively to face the challenges of the labor market and achieve academic success by focusing on their specific needs and objectives. These results are valid for Universities in Ecuador and other similar countries. Online education is part of our society now, and teachers must develop competencies for applying it successfully.

The original contributions presented in the study are included in the article/supplementary material, further inquiries can be directed to the corresponding author.

GC: Conceptualization, Funding acquisition, Project administration, Writing - original draft, Writing - review & editing, Data curation, Formal analysis, Investigation, Methodology, Resources, Software, Supervision, Validation, Visualization. JC-C: Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Resources, Software, Supervision, Validation, Visualization, Writing - original draft, Writing - review & editing. MS: Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Resources, Software, Supervision, Validation, Visualization, Writing - original draft, Writing - review & editing. CV-S: Conceptualization, Funding acquisition, Project administration, Writing - original draft, Writing - review & editing.