Self-perception for teachers' digital competence in Latina University

Identificador:  imarina:9456688

Handle: https://hdl.handle.net/20.500.11797/imarina9456688

Autores:  Aleida Chavarría Vargas; Ramon Palau; Raúl Santiago Campión

Resumen:
It is essential for higher education institutions to prioritize strategies and procedures aimed at enhancing digital teaching skills among faculty. This research focuses on a self-perception evaluation to determine the level of Teacher Digital Competence (TDC) and its correlation with factors such as gender, age, university faculty and type of contract. The study utilized the COMDID-A self-assessment instrument to measure TDC across four dimensions: Didactics, Curriculum and Methodology; Planification, Organization, Space Management and Digital Technological Resources; Relationships, Ethic, and Security, and Personal and Professional Development. The findings revealed that teachers, on average, possess a medium level of digital competence. Notably, male teachers under the age of 61 from the faculties of Engineering and Technology, as well as from Graduate School, reported higher self-perceived TDC levels compared to the average across other faculties. However, these results did not show significant correlation between the TDC self-perception and the type of contract held by teachers. Furthermore, no substantial differences were found between faculties regarding the individual dimensions of TDC, though the Personal and Professional Development dimension tended to be perceived more strongly. These findings underscore the need for targeted training initiatives, potentially through innovative pedagogical models or projects, to further enhance faculty digital skills. Additionally, future research should explore the relationship between TDC dimensions and factors such as years of experience and academic discipline across university faculties.