Digital competence and self-efficacy in higher education teachers, the role of age and gender variables

Abstract

Introduction: This manuscript presents the results of a data analysis conducted among current students of the Master's in Teaching in Higher Education program at Universidad Andrés Bello in Chile. The technological revolution has deeply impacted higher education, providing students and educators access to various online resources, virtual platforms, and communication tools. These elements were particularly essential during the COVID-19 pandemic, enabling both synchronous and asynchronous interactions. Methodology: A quantitative study was conducted comparing self-efficacy (the confidence in one's ability to perform specific tasks) and perceived digital competence among 333 graduates of the program. Results: The results revealed a significant positive correlation between self-efficacy and perceived digital competence, with neither gender nor age moderating these relationships. Discussion: The study highlights the importance of strengthening self-efficacy within teacher training programs, empowering educators to effectively use digital technologies in classrooms and adapt to contemporary educational changes. Conclusions: This research underscores the need to enhance self-efficacy in teacher training programs, aiming to equip educators with the necessary digital competencies for successful teaching in a rapidly evolving educational landscape.