This study stems from the concern to strengthen teacher training to induce the formation of the professional figure through STEM teaching. Education seeks to solve problems in an interdisciplinary way for a complex world. For this research, it is quantitative, with a non-experimental design, the sample was considered 42 teachers from two higher education institutions in the province of Santo Domingo de los Tsáchila. The study variables were digital competence, collaborative relationships and teacher planning skills. Two Likert scale surveys were used for data collection. The results show that there are basic domains of digital competence among the participating teachers. In particular, they use social media to communicate, monitor, and implement lessons related to health emergencies. Cooperation among teachers is high and it is recognized that it helps to carry out institutional activities and overcome difficulties. On the other hand, training in the use of ICTs continues to be a challenge, as well as finding spaces for reflection, to recreate and think about the daily behavior of teachers. For this reason, designs have been proposed to create STEM learning communities. Its purpose is the training and reflection to dream, plan and implement a STEM education to enhance the formation of the professional character, with interdisciplinary, innovative and transformative work.