El profesorado universitario ante la enseñanza digital: necesidades y eficacia de un programa de formación adaptativa

Abstract

This study aims to evaluate the effectiveness of a differentiated and emotionally supported training program for digital teaching. An intervention process is applied to 503 university professors from Northwest Mexico, using five stages with two instruments: the DigCompEdu framework as a digital needs assessment and the Engagement construct to identify patterns of the cognitive-affective state during the training program. The results reveal the need for training professors in pedagogy and digital resources. The professors show high levels of enthusiasm and inspiration to learn and adapt to changes and to redesign their teaching. In addition, there were significant differences in teaching between training program participants and non-participants. In conclusion, this type of training program facilitates professors' methodological adaptation to the digital teaching era.