The Digital Competence of Academics in Higher Education: Is the Glass Half Empty or Half Full?

Autor/inn/en	Inamorato dos Santos, Andreia; Chinkes, Ernesto; Carvalho, Marco A. G.; Solórzano, Claudia M. V.; Marroni, Lilian S.
Titel	The Digital Competence of Academics in Higher Education: Is the Glass Half Empty or Half Full?
Quelle	In: International Journal of Educational Technology in Higher Education, 20 (2023), Artikel 9 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Inamorato dos Santos, Andreia) ORCID (Chinkes, Ernesto) ORCID (Carvalho, Marco A. G.) ORCID (Solórzano, Claudia M. V.) ORCID (Marroni, Lilian S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1186/s41239-022-00376-0
Schlagwörter	Foreign Countries; Technological Literacy; Competence; College Faculty; Barriers; Educational Policy; Age Differences; Gender Differences; Self Concept; Computer Literacy; Media Literacy; Argentina; Brazil; Colombia; Chile; Peru; Mexico; Portugal + Suchen Sie Ihr Suchwort? Ausland; Technisches Wissen; Kompetenz; Fakultät; Politics of education; Bildungspolitik; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Selbstkonzept; Computerkenntnisse; Media skills; Medie competence; Medienkompetenz; Argentinien; Brasilien; Kolumbien; Mexiko
Abstract	This paper aims to evaluate and discuss the digital competence of academics at universities, to identify challenges and define recommendations for policy. This study was conducted through collaboration between the Joint Research Centre (JRC) of the European Commission and Metared of the Universia Foundation, surveying 30,407 participants who present the perceptions of their own digital competence levels. These self-reflections took place in universities in seven countries, namely Argentina, Brazil, Colombia, Chile, Peru, Mexico and Portugal, and used the Check-In tool, which consists of 22 questions based on the European Framework for the Digital Competence of Educators--or 'DigCompEdu' framework. A descriptive statistical analysis was performed, followed by a qualitative evaluation. Almost 70% of the academics have an average intermediate level of competence when the data is aggregated, with results varying in each DigCompEdu area according to the specific question asked. There is no significant difference between young and senior academics, as well as between men and women. The results present a discussion of whether the age and gender of educators and their work environment have an impact on their digital competence level, and at the same time highlights the areas in which educators perceive themselves to be most and least competent. It shows how the amount of institutional support that is offered affects the academics' perceptions of their level of digital competence. On the basis of the results, recommendations are presented for higher-education institutions, with the aim of supporting the professional development of their academics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01