Digital teaching skills as a determinant of quality in university educational processes

Abstract

The integration of Information and Communication Technologies (ICT) in Higher Education has transformed teaching and learning methodologies, requiring teachers to adopt advanced digital skills to optimize educational processes. This study aimed to analyze teachers’ digital skills as a determinant of quality in the educational processes at the State University of Milagro, Ecuador, using a quantitative approach and a descriptive-correlational design. A validated questionnaire, DigCompEdu Check-In, was administered to a representative sample of 234 teachers selected through proportional random sampling. The data were analyzed using statistical techniques in SPSS. The results identified significant differences in digital skills according to gender, academic level, and age. Female teachers excelled in collaborative activities, while male teachers with postgraduate training stood out in digital security and content creation. These skills demonstrated a positive impact on educational quality, highlighting the need for the implementation of continuing education programs that promote equity and professional development. It is concluded that specific training in critical digital skills, such as security and personalized learning, is essential to ensure inclusive and quality higher education.