Field studies show multiple challenges for teachers during digital teaching, confirming that working conditions for organizational development and job well-being are needed. In the same way, the following objectives were set: to evaluate digital competence (DC), institutional conditions to promote Educational Innovation with ICT (ICEIICT); and burnout or burnout syndrome (BS), in 311 Latin American university teachers. A quantitative methodological approach with a cross-sectional comparative multivariable field design was used. Three questionnaires with adequate construct validity and internal consistency were applied. Regarding the DC, 60.8% have a high domain, and in the ICEIICT 89.7% have a high level. At the same time, the BS indicates that 66.3% are in between the medium, high, and critical levels, showing that the teachers with the highest BS score obtained low scores in DC and ICEIICT, this inverse correlation increased in private schools. In addition, the highest ICEIICT scores are directly associated with a high DC level. Finally, it is considered that educational innovation with ICT requires the development of DC from its technical, praxeological, methodological, epistemological, and socio-emotional components, from adequate management of teaching roles in virtuality and mental health care.