Competencias digitales docentes: Clave para la innovación y la calidad en la Educación Superior
Palabras clave:
Competencias digitales, innovación pedagógica, calidad educativa, Educación Superior, formación docente
Resumen
La transformación digital ha redefinido los procesos educativos en la educación superior, posicionando las competencias digitales docentes como un eje esencial para la innovación pedagógica y la mejora de la calidad educativa. Este estudio tuvo como objetivo analizar la influencia de las competencias digitales docentes en la innovación y la calidad en la Universidad Autónoma de Sinaloa, México. Se aplicó el instrumento DigCompEdu Check-In a una muestra de 194 docentes seleccionados mediante muestreo aleatorio. Los datos obtenidos fueron procesados y analizados con el software estadístico SPSS versión 28, garantizando rigor en el tratamiento y la interpretación de la información. Los resultados indicaron que la mayoría de los docentes se ubican en los niveles integrador y experto en competencias digitales. Se identificaron relaciones significativas entre el compromiso profesional y la pedagogía digital (0,836), así como entre la evaluación y retroalimentación y la pedagogía digital (0,900). Sin embargo, la facilitación de competencias digitales en los estudiantes evidenció valores más bajos, lo que apunta a la necesidad de fortalecer esta dimensión en la formación docente. Se concluye que las competencias digitales docentes se consolidaron como un factor esencial para promover prácticas pedagógicas innovadoras y mejorar los resultados académicos en la Educación Superior.
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Guitert, M., Romeu, T., y Baztán, P. (2021). The digital competence framework for primary and secondary schools in Europe. European Journal of Education, 56(1), 133-149. https://doi.org/10.1111/ejed.12430
Illescas, W. H., Nugra, M. A., Santana, R. E., y Sancho, C. S. (2025). Transformación digital aplicada a la educación: Un mapeo sistémico. Revista de Ciencias Sociales (Ve), XXXI(E-12), 301-318. https://doi.org/10.31876/rcs.v31i.44566
Jaboob, M., Hazaimeh, M., y Al-Ansi, A. M. (2025). Integration of generative AI techniques and applications in student behavior and cognitive achievement in Arab Higher Education. International Journal of Human–Computer Interaction, 41(1), 353-366. https://doi.org/10.1080/10447318.2023.2300016
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Kaqinari, T., Makarova, E., Audran, J., Döring, A. K., Göbel, K., y Kern, D. (2022). A latent class analysis of university lecturers’ switch to online teaching during the first COVID-19 lockdown: The role of educational technology, self-efficacy, and institutional support. Education Sciences, 12(9), 607. https://doi.org/10.3390/educsci12090607
Keinänen, M., Ursin, J., y Nissinen, K. (2018). How to measure students’ innovation competences in higher education: Evaluation of an assessment tool in authentic learning environments. Studies in Educational Evaluation, 58, 30-36. https://doi.org/10.1016/j.stueduc.2018.05.007
Kononets, N., Ilchenko, O., y Mokliak, V. (2020). Future teachers resource-based learning system: experience of higher education institutions in Poltava city, Ukraine. Turkish Online Journal of Distance Education, 21(3), 199-220. https://doi.org/10.17718/tojde.762054
Long, C., Sam, R., Ny, C., Chhang, C., Ren, R., Ngork, C., Sorn, R., Sorn, M., y Sor, C. (2024). The Impact of Assessment for 21st Century Skills in Higher Education Institutions: A Narrative Literature Review. International Journal of Advance Social Sciences and Education (IJASSE), 2(1), 19-42. https://penerbitjurnalinternasional.com/index.php/ijasse/article/view/503
Makri, A., Vlachopoulos, D., y Martina, R. A. (2021). Digital escape rooms as innovative pedagogical tools in education: A systematic literature review. Sustainability, 13(8), 4587. https://doi.org/10.3390/su13084587
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Mukhamadiyeva, S., y Hernández-Torrano, D. (2024). Adaptive learning to maximize gifted education: Teacher perceptions, practices, and experiences. Journal of Advanced Academics, 35(4), 652-670. https://doi.org/10.1177/1932202X241253166
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Al Rawashdeh, A. Z., Mohammed, E. Y., Al Arab, A. R., Alara, M., Al-Rawashdeh, B., y Al-Rawashdeh, B. (2021). Advantages and disadvantages of using e-Learning in University Education: Analyzing students’ perspectives. Electronic Journal of e-Learning, 19(3), 107-117. https://doi.org/10.34190/ejel.19.3.2168
Bennett, S., Agostinho, S., y Lockyer, L. (2017). The process of designing for learning: understanding university teachers’ design work. Educational Technology Research and Development, 65(1), 125-145. https://doi.org/10.1007/s11423-016-9469-y
Bitar, N., y Davidovich, N. (2024). Transforming pedagogy: The digital revolution in higher education. Education Sciences, 14(8), 811. https://doi.org/10.3390/educsci14080811
Brown, M. (2017). The tradies’ entrance into teaching: The challenges in designing teacher education for vocational education and training in schools. International Journal of Training Research, 15(1), 71-84. https://doi.org/10.1080/14480220.2017.1350199
Cabero-Almenara, J., y Palacios-Rodríguez, A. (2020). Marco Europeo de Competencia Digital Docente «DigCompEdu». Traducción y adaptación del cuestionario «DigCompEdu Check-In». EDMETIC, 9(1), 213-234. https://doi.org/10.21071/edmetic.v9i1.12462
Caena, F., y Vuorikari, R. (2022). Teacher learning and innovative professional development through the lens of the Personal, Social and Learning to Learn European key competence. European Journal of Teacher Education, 45(4), 456-475. https://doi.org/10.1080/02619768.2021.1951699
Dang, T. D., Phan, T. T., Quynh, T. N., La, T. D., y Pham, V. K. (2024). Digital competence of lecturers and its impact on student learning value in higher education. Heliyon, 10(17), e37318. https://doi.org/10.1016/j.heliyon.2024.e37318
Delgado, G., Gutiérrez, R. A., y Ochoa, C. A. (2020). Competencias en uso de Tecnologías de Información y Comunicación: Estudiantes de postgrados a distancia. Revista de Ciencias Sociales (Ve), XXVI(E-2), 314-327. https://doi.org/10.31876/rcs.v26i0.34130
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Dimitriadou, E., y Lanitis, A. (2023). A critical evaluation, challenges, and future perspectives of using artificial intelligence and emerging technologies in smart classrooms. Smart Learning Environments, 10, 12. https://doi.org/10.1186/s40561-023-00231-3
Elkington, S. (2022). Shifts in pedagogy and flexible assessment: Integrating digital technology with good teaching and learning practice. In B. A. Brown y A. Irons (Eds.), The Emerald Handbook of Higher Education in a Post-Covid World: New approaches and technologies for teaching and learning (pp. 153-171). Emerald Publishing Limited. https://doi.org/10.1108/978-1-80382-193-120221007
García-Peñalvo, F. J. (2021). Avoiding the dark side of digital transformation in teaching. An institutional reference framework for elearning in higher education. Sustainability, 13(4), 2023. https://doi.org/10.3390/su13042023
Gómez-Trigueros, I. M., Ruiz-Bañuls, M., y Ortega-Sánchez, D. (2019). Digital literacy of teachers in training: Moving from ICTs (Information and Communication Technologies) to LKTs (Learning and Knowledge Technologies). Education Sciences, 9(4), 274. https://doi.org/10.3390/educsci9040274
Gros, B., y García-Peñalvo, F. J. (2023). Future trends in the design strategies and technological affordances of e-learning. In J. M. Spector, B. B. Lockee y M. D. Childress (Eds.), Learning, Design, and Technology (pp. 345-367). Springer International Publishing. https://doi.org/10.1007/978-3-319-17461-7_67
Guitert, M., Romeu, T., y Baztán, P. (2021). The digital competence framework for primary and secondary schools in Europe. European Journal of Education, 56(1), 133-149. https://doi.org/10.1111/ejed.12430
Illescas, W. H., Nugra, M. A., Santana, R. E., y Sancho, C. S. (2025). Transformación digital aplicada a la educación: Un mapeo sistémico. Revista de Ciencias Sociales (Ve), XXXI(E-12), 301-318. https://doi.org/10.31876/rcs.v31i.44566
Jaboob, M., Hazaimeh, M., y Al-Ansi, A. M. (2025). Integration of generative AI techniques and applications in student behavior and cognitive achievement in Arab Higher Education. International Journal of Human–Computer Interaction, 41(1), 353-366. https://doi.org/10.1080/10447318.2023.2300016
Joseph, O. B., Onwuzulike, O. C., y Shitu, K. (2024). Digital transformation in education: Strategies for effective implementation. World Journal of Advanced Research and Reviews, 23(2), 2785-2799. https://doi.org/10.30574/wjarr.2024.23.2.2668
Kaqinari, T., Makarova, E., Audran, J., Döring, A. K., Göbel, K., y Kern, D. (2022). A latent class analysis of university lecturers’ switch to online teaching during the first COVID-19 lockdown: The role of educational technology, self-efficacy, and institutional support. Education Sciences, 12(9), 607. https://doi.org/10.3390/educsci12090607
Keinänen, M., Ursin, J., y Nissinen, K. (2018). How to measure students’ innovation competences in higher education: Evaluation of an assessment tool in authentic learning environments. Studies in Educational Evaluation, 58, 30-36. https://doi.org/10.1016/j.stueduc.2018.05.007
Kononets, N., Ilchenko, O., y Mokliak, V. (2020). Future teachers resource-based learning system: experience of higher education institutions in Poltava city, Ukraine. Turkish Online Journal of Distance Education, 21(3), 199-220. https://doi.org/10.17718/tojde.762054
Long, C., Sam, R., Ny, C., Chhang, C., Ren, R., Ngork, C., Sorn, R., Sorn, M., y Sor, C. (2024). The Impact of Assessment for 21st Century Skills in Higher Education Institutions: A Narrative Literature Review. International Journal of Advance Social Sciences and Education (IJASSE), 2(1), 19-42. https://penerbitjurnalinternasional.com/index.php/ijasse/article/view/503
Makri, A., Vlachopoulos, D., y Martina, R. A. (2021). Digital escape rooms as innovative pedagogical tools in education: A systematic literature review. Sustainability, 13(8), 4587. https://doi.org/10.3390/su13084587
Mattar, J., Cabral, C., y Cuque, L. M. (2022). Analysis and comparison of international digital competence frameworks for education. Education Sciences, 12(12), 932. https://doi.org/10.3390/educsci12120932
McCarthy, A. M., Maor, D., McConney, A., y Cavanaugh, C. (2023). Digital transformation in education: Critical components for leaders of system change. Social Sciences & Humanities Open, 8(1), 100479. https://doi.org/10.1016/j.ssaho.2023.100479
Méndez, D., Méndez, M., y Anguita, J. M. (2022). Digital teaching competence in teacher training as an element to attain SDG 4 of the 2030 Agenda. Sustainability, 14(18), 11387. https://doi.org/10.3390/su141811387
Mexhuani, B. (2025). Adopting Digital Tools in Higher Education: Opportunities, Challenges and Theoretical Insights. European Journal of Education, 60(1), e12819. https://doi.org/10.1111/ejed.12819
Mhlongo, S., Mbatha, K., Ramatsetse, B., y Dlamini, R. (2023). Challenges, opportunities, and prospects of adopting and using smart digital technologies in learning environments: An iterative review. Heliyon, 9(6), e16348. https://doi.org/10.1016/j.heliyon.2023.e16348
Milenkova, V., y Lendzhova, V. (2021). Digital citizenship and digital literacy in the conditions of social crisis. Computers, 10(4), 40. https://doi.org/10.3390/computers10040040
Moreira-Choez, J. S., Gómez, K. E., Lamus, T. M., Sabando-García, A. R., Cruz, J. C., y Cedeño, L. A. (2024). Assessment of digital competencies in higher education faculty: A multimodal approach within the framework of artificial intelligence. Frontiers in Education, 9, 1425487. https://doi.org/10.3389/feduc.2024.1425487
Moreira-Choez, J. S., Lamus, T. M., Cedeño, L. A., y Bueno, M. M. (2024). Competencias digitales en docentes de educación superior: Un análisis integral basado en una revisión sistemática. Revista de Ciencias Sociales (Ve), XXX(3), 317-331. https://doi.org/10.31876/rcs.v30i3.42672
Moreira-Choez, J. S., Núñez-Naranjo, A. F., Carrasco-Valenzuela, A. C., López-López, H. L., Vázquez, J. A., y Sabando-García, A. R. (2025). Machine Learning Algorithms to Predict Digital Competencies in University Faculty. F1000Research, 14, 573. https://doi.org/10.12688/f1000research.165342.1
Moreira-Choez, J. S., Zambrano-Acosta, J. M., y López-Padrón, A. (2024). Digital teaching competence of higher education professors: Self-perception study in an Ecuadorian university. F1000Research, 12, 1484. https://doi.org/10.12688/f1000research.139064.2
Mukhamadiyeva, S., y Hernández-Torrano, D. (2024). Adaptive learning to maximize gifted education: Teacher perceptions, practices, and experiences. Journal of Advanced Academics, 35(4), 652-670. https://doi.org/10.1177/1932202X241253166
Mukul, E., y Büyüközkan, G. (2023). Digital transformation in education: A systematic review of education 4.0. Technological Forecasting and Social Change, 194, 122664. https://doi.org/10.1016/j.techfore.2023.122664
Perla, L., Agrati, L. S., y Vinci, V. (2018). The “supply chain” of teachers’ digital skills training. Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality, 604-612. https://doi.org/10.1145/3284179.3284284
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Publicado
2025-12-09
Cómo citar
Garzón-González, , R. E., López-López, H. L., Salavarria-Melo, P. I., & Vergara-Párraga, J. S. (2025). Competencias digitales docentes: Clave para la innovación y la calidad en la Educación Superior. Revista De Ciencias Sociales, 31(4), 59-73. https://doi.org/10.31876/rcs.v31i4.44839
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