Digital teaching competence of higher education professors: self-perception study in an Ecuadorian university.

Abstract

Background: Teaching professionalization aimed at the digital transformation of educational scenarios and training processes for students in contemporary higher education requires the mastery of digital competence by the teaching staff. The objectives of the study were to analyze the self-perceived level of digital teaching competence (DTC) of the faculty of the Technical University of Manabí (UTM), Ecuador, and to establish the relationship between age, sex, and academic profile variables with digital teaching competence.

Methods: A quantitative methodological approach was adopted to develop a descriptive-correlational field study with a non-experimental design. The participants were 277 professors, selected through non-probabilistic and voluntary sampling, who completed the DigCompEdu Check-In questionnaire sent by e-mail.

Results: The data revealed that the "integrator" and "expert" categories achieved high levels in all competencies. In particular, 48.74% of the participants were placed in the integrator category in the competence of facilitating skills, while 46.21% positioned themselves as integrators in the competence of evaluation and feedback. Additionally, a significant difference was found in the pedagogy variable in the interaction.

Conclusions: It is concluded that the competences self-perceived by the professors are within the intermediate categories such as integrator and expert. Likewise, the age, sex, and academic profile variables differ in the digital pedagogy level, which produces an inconsistent relationship, with the exception of the variable evaluates and provides feedback, where it was significant.