Assessment of Digital Competencies of University Faculty and Their Conditioning Factors: Case Study in a Technological Adoption Context

Autor/inn/en	Jorge-Vázquez, Javier; Náñez Alonso, Sergio Luis; Fierro Saltos, Washington Raúl; Pacheco Mendoza, Silvia
Titel	Assessment of Digital Competencies of University Faculty and Their Conditioning Factors: Case Study in a Technological Adoption Context
Quelle	In: Education Sciences, 11 (2021), Artikel 637 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Jorge-Vázquez, Javier) ORCID (Náñez Alonso, Sergio Luis)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Technological Literacy; College Faculty; Faculty Development; Technology Integration; Adoption (Ideas); Strategic Planning; Knowledge Level; Skill Development; Age Differences; Public Colleges; Foreign Countries; Ecuador + Suchen Sie Ihr Suchwort? Technisches Wissen; Fakultät; Ideas; Ideenfindung; Strategy; Planning; Strategie; Planung; Wissensbasis; Kompetenzentwicklung; Qualifikationsentwicklung; Age; Difference; Age difference; Altersunterschied; Ausland
Abstract	The rise of digital technologies and their educational applications increasingly require the development of digital skills among university faculty. This study focuses on examining the level of digital competencies of university faculty and identifying their conditioning factors. To achieve this objective, an ex post facto methodological design with surveys is used. A sample of 216 university teachers from different regions of Ecuador was used. The non-parametric Chi-square test was used to validate the hypothesis of independence of the variables. The results obtained show that university faculty have a mostly intermediate level of digital skills, which is independent of gender, but dependent on the generational cohort. In particular, it is found that younger teachers (millennials) have a more advanced level of digital skills, although this relationship is not very strong. On the other hand, we observe the positive influence of the university's strategic leadership in terms of technological adoption on the development of teachers' digital skills. Universities with better technological resources and with training plans focused on the pedagogical application of technology have teachers with a more advanced level of digital skills. All of this leads to the recommendation that education policies should prioritise actions that promote the development of digital competencies among university faculty (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01