Assessing Digital Competency Levels Among Mexican Higher Education Teachers

• Armando Sánchez-Macías ^[1] ; Isabel Cristina Flores-Rueda ^[2] ; Virginia Azuara-Pugliese ^[1] ; César Hernández-Mier ^[3]
  1. [1] Academic Coordination, Western Altiplano Region, Autonomous University of San Luis Potosí, Salinas de Hidalgo, Mexico
  2. [2] Multidisciplinary Academic Unit, Altiplano Region, Autonomous University of San Luis Potosí, Matehuala, Mexico
  3. [3] Faculty of Law “Abogado Ponciano Arriaga Leija,”, Autonomous University of San Luis Potosí, San Luis Potosí, Mexico

  Mostrar afiliaciones +
• Localización: Revista Iberoamericana de Tecnologías del Aprendizaje: IEEE-RITA, ISSN 1932-8540, Vol. 18, Nº. 4, 2023, págs. 400-410
• Idioma: varios idiomas
• Texto completo no disponible (Saber más ...)
• Resumen

  • This work aimed to measure and describe the level of digital competencies from a pedagogical approach in UASLP teachers, validate the theoretical relationship between its dimensions, and identify behavioral patterns among the teachers. This was a quantitative study with a mixed approach with a correlational, cross-sectional, and non-experimental scope. The study sample was 270 professors from a Mexican public university. Exploratory and Confirmatory Factor Analysis, cluster analysis, and non-parametric hypothesis tests were used. The validity of the construct of the proposed instrument was 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, possibly related to being a digital native. The findings identify two groups of teachers: ICT-Transformative Teachers, who excel in integrating ICT into their teaching practices, and ICT-Reluctant Teachers, which significantly explain the level of competence. ICT-Transformative Teachers demonstrate resistance and difficulties. Additionally, digital teaching competencies are interrelated and partially explain teachers’ capabilities. In conclusion, teachers’ digital competencies should be addressed through a comprehensive training plan, considering the pedagogical approach and contextual elements, like generational aspects.