RT info:eu-repo/semantics/article
T1 Diagnóstico de competencias digitales en docentes mexicanos de educación superior
A1 Sánchez-Macías, Armando
A1 Flores-Rueda, Isabel Cristina
A1 Azuara-Plugiese, Virginia
A1 Hernández-Mier, César
K1 digital literacy
K1 digital competence
K1 ICT competence
K1 teachers
K1 higher education
AB 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
YR 2023
FD 2023
LK http://riull.ull.es/xmlui/handle/915/37188
UL http://riull.ull.es/xmlui/handle/915/37188
LA es
DS Repositorio institucional de la Universidad de La Laguna
RD 22-may-2024