Teachers’ digital competences in higher education in Portugal and Spain

The potential of DTIC has brought new and emerging challenges to teachers, making it essential to acquire digital competences, especially in virtual learning environments and online technologies. In this sense, based on the DigCompEdu CheckIn self-assessment questionnaire, validated for the Portugue...

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Autores: Dias-Trindade, Sara, Moreira, José António, García Huertas, Juan Gabriel, Garrido Pintado, Pablo, Mas Miguel, Ana
Tipo de recurso: artículo
Fecha de publicación:2023
País:España
Institución:Universidad Francisco de Vitoria
Repositorio:DDFV. Repositorio Institucional de la Universidad Francisco de Vitoria
Idioma:inglés
OAI Identifier:oai:ddfv.ufv.es:10641/7402
Acceso en línea:https://hdl.handle.net/10641/7402
Access Level:acceso abierto
Palabra clave:DigCompEdu
digital competence
digital technologies
higher education
teacher training
Education
Management of Technology and Innovation
Yes
yes
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oai_identifier_str oai:ddfv.ufv.es:10641/7402
network_acronym_str ES
network_name_str España
repository_id_str
spelling Teachers’ digital competences in higher education in Portugal and SpainDias-Trindade, SaraMoreira, José AntónioGarcía Huertas, Juan GabrielGarrido Pintado, PabloGarrido Pintado, PabloMas Miguel, AnaMas Miguel, AnaDigCompEdudigital competencedigital technologieshigher educationteacher trainingEducationManagement of Technology and InnovationYesyesThe potential of DTIC has brought new and emerging challenges to teachers, making it essential to acquire digital competences, especially in virtual learning environments and online technologies. In this sense, based on the DigCompEdu CheckIn self-assessment questionnaire, validated for the Portuguese population by earlier studies, this research aims to identify the most fragile and robust areas of digital competences of Portuguese and Spanish university teachers. The quantitative methodological approach emphasizes teachers’ perception of their digital competences in three dimensions: teachers’ professional competences, teachers’ pedagogical competences and students’ competences and involved 347 teachers from Portugal and Spain. The results show that teachers of the two institutions have an overall moderate level of digital proficiency–level B1 and B2–and that the differences encountered between Portuguese and Spanish teachers (for example, Portuguese teachers have level A2 in area 4–assessment–, while Spanish teachers are already at level B2) highlight the need to invest in specific training that may address specific frailties, and therefore allow for the promotion of their digital competences. Results relating to teaching experience and age show that there is no direct relation between either factor or being digitally competent. Regarding gender, results reveal that men had slightly better results than women. Overall, what the results show is the need for teachers to increase the level of digital competence through specific training, prepared according to the specificities of each institution, and the importance of developing public policies that prepare teachers for a more digital education.Facultad de Ciencias de la Comunicación20232023-10-0120232023-10-01journal articlehttp://purl.org/coar/resource_type/c_6501info:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/10641/7402reponame:DDFV. Repositorio Institucional de la Universidad Francisco de Vitoriainstname:Universidad Francisco de VitoriaInglésengopen accesshttp://purl.org/coar/access_right/c_abf2http://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:ddfv.ufv.es:10641/74022026-06-11T12:44:57Z
dc.title.none.fl_str_mv Teachers’ digital competences in higher education in Portugal and Spain
title Teachers’ digital competences in higher education in Portugal and Spain
spellingShingle Teachers’ digital competences in higher education in Portugal and Spain
Dias-Trindade, Sara
DigCompEdu
digital competence
digital technologies
higher education
teacher training
Education
Management of Technology and Innovation
Yes
yes
title_short Teachers’ digital competences in higher education in Portugal and Spain
title_full Teachers’ digital competences in higher education in Portugal and Spain
title_fullStr Teachers’ digital competences in higher education in Portugal and Spain
title_full_unstemmed Teachers’ digital competences in higher education in Portugal and Spain
title_sort Teachers’ digital competences in higher education in Portugal and Spain
dc.creator.none.fl_str_mv Dias-Trindade, Sara
Moreira, José António
García Huertas, Juan Gabriel
Garrido Pintado, Pablo
Garrido Pintado, Pablo
Mas Miguel, Ana
Mas Miguel, Ana
author Dias-Trindade, Sara
author_facet Dias-Trindade, Sara
Moreira, José António
García Huertas, Juan Gabriel
Garrido Pintado, Pablo
Mas Miguel, Ana
author_role author
author2 Moreira, José António
García Huertas, Juan Gabriel
Garrido Pintado, Pablo
Mas Miguel, Ana
author2_role author
author
author
author
dc.contributor.none.fl_str_mv Facultad de Ciencias de la Comunicación
dc.subject.none.fl_str_mv DigCompEdu
digital competence
digital technologies
higher education
teacher training
Education
Management of Technology and Innovation
Yes
yes
topic DigCompEdu
digital competence
digital technologies
higher education
teacher training
Education
Management of Technology and Innovation
Yes
yes
description The potential of DTIC has brought new and emerging challenges to teachers, making it essential to acquire digital competences, especially in virtual learning environments and online technologies. In this sense, based on the DigCompEdu CheckIn self-assessment questionnaire, validated for the Portuguese population by earlier studies, this research aims to identify the most fragile and robust areas of digital competences of Portuguese and Spanish university teachers. The quantitative methodological approach emphasizes teachers’ perception of their digital competences in three dimensions: teachers’ professional competences, teachers’ pedagogical competences and students’ competences and involved 347 teachers from Portugal and Spain. The results show that teachers of the two institutions have an overall moderate level of digital proficiency–level B1 and B2–and that the differences encountered between Portuguese and Spanish teachers (for example, Portuguese teachers have level A2 in area 4–assessment–, while Spanish teachers are already at level B2) highlight the need to invest in specific training that may address specific frailties, and therefore allow for the promotion of their digital competences. Results relating to teaching experience and age show that there is no direct relation between either factor or being digitally competent. Regarding gender, results reveal that men had slightly better results than women. Overall, what the results show is the need for teachers to increase the level of digital competence through specific training, prepared according to the specificities of each institution, and the importance of developing public policies that prepare teachers for a more digital education.
publishDate 2023
dc.date.none.fl_str_mv 2023
2023-10-01
2023
2023-10-01
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/10641/7402
url https://hdl.handle.net/10641/7402
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2

http://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2

http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.source.none.fl_str_mv reponame:DDFV. Repositorio Institucional de la Universidad Francisco de Vitoria
instname:Universidad Francisco de Vitoria
instname_str Universidad Francisco de Vitoria
reponame_str DDFV. Repositorio Institucional de la Universidad Francisco de Vitoria
collection DDFV. Repositorio Institucional de la Universidad Francisco de Vitoria
repository.name.fl_str_mv
repository.mail.fl_str_mv
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