Digital teaching competencies in university professors: Self-assessment and associated factors

Abstract

An empirical study of a descriptive nature is presented that evaluates the Teaching Digital Competences (CDD) of 1098 university professors, of which 508 are men and 590 women through the instrument developed by Touron et al.(2018) in the INTEF reference framework ( 2017).The results of the statistical analysis show that teachers are at an intermediate level B2, that is, they can develop their digital competence independently and advanced C1, which means that these teachers can guide others in the development of their digital competence. On the other hand, the analysis of variance indicates that the sex, the level of study and the generation to which the teachers belong are factors associated with the level of CDD, which is why it is confirmed that there are personal and contextual factors of the teachers that influence the knowledge and use of technological resources.