Diagnóstico de competencias digitales en docentes mexicanos de educación superior

Abstract

The objective is to measure and describe the level of digital competencies from the pedagogical dimension in UASLP teachers, validate the theoretical relationship between its dimensions, and identify behavioral patterns among the teachers. It is a quantitative study with a mixed approach, with a correlational, cross-sectional, and non-experimental scope. The study sample is 270 professors from a Mexican public university. Exploratory and Confirmatory Factor Analysis, cluster analysis, and non-parametric hypothesis tests are used. The validity of the construct of the proposed instrument is confirmed. The levels of competence measured were found to be convenient, as well as their degree of integration in educational practice. Higher levels of digital skills were found in teachers with fewer years of experience and seniority, possibly related to being a digital native. The findings identify two groups of faculties: ICT-Transformative Faculty, who excel in integrating ICT into their teaching practices, and ICT-Reluctant Faculty, which significantly explains the level of competence. ICT-Transformative Faculty demonstrate resistance and difficulties in this aspect. Additionally, digital teaching competencies are interrelated and partially explain faculty capabilities. In conclusion, a comprehensive training plan should address the faculty's digital competencies, considering the pedagogical approach and contextual elements, such as generational aspects