La competencia digital docente. El caso de las universidades andaluzas

Abstract

The digital revolution has changed the ways of doing, acting and training at the university. For this reason, the development of digital teaching competence (DTC) in Higher Education is a key aspect of 21st century. The purpose of this study is to know the level of digital competence of the Andalusian professor, as well as to study his self-perception before and after his reflection on the DTC. A non-experimental design is planted with a descriptive and contrast of hypotheses model. The object of the study was made up of 2262 professors belonging to the 9 public universities in Andalucía (Spain), who answer the DigCompEdu Check-In instrument adapted to the Spanish context. In general terms, the results show that the level is moderate. Specifically, the most highly valued areas have been those of Digital Pedagogy and Digital Resources. Likewise, self-perception shown before carrying out the survey is higher than the values once it has been answered and reflected on the DTC. These data explain the phenomenon called competence idealization. For this reason, it is recommended to carry out personalized teaching training plans endorsed by solid frameworks like DigCompEdu.