Competencias digitales docentes como determinante de la calidad en los procesos educativos universitarios
Palabras clave:
Competencias digitales, educación superior, Tecnologías de Información y Comunicación, formación docente, calidad educativa
Resumen
La incorporación de las Tecnologías de la Información y la Comunicación en la Educación Superior ha transformado las metodologías de enseñanza y aprendizaje, exigiendo la adopción de competencias digitales avanzadas en los docentes para optimizar los procesos educativos. El presente estudio tuvo como objetivo analizar las competencias digitales docentes como determinante de la calidad en los procesos educativos de la Universidad Estatal de Milagro, en Ecuador, adoptando un enfoque cuantitativo y un diseño descriptivo-correlacional. Se aplicó un cuestionario validado, DigCompEdu Check-In, a una muestra representativa de 234 docentes seleccionados mediante muestreo aleatorio proporcional. Los datos fueron analizados con técnicas estadísticas en SPSS. Los resultados identificaron diferencias significativas en competencias digitales según género, nivel académico y edad. Las docentes destacaron en actividades colaborativas; mientras que los docentes con formación de posgrado sobresalieron en seguridad digital y creación de contenido. Estas competencias demostraron un impacto positivo en la calidad educativa, lo que evidencia la necesidad de la implementación de programas de formación continua que promuevan la equidad y el desarrollo profesional. Se concluye que la capacitación específica en competencias digitales críticas, como la seguridad y personalización del aprendizaje, resulta esencial para garantizar una Educación Superior inclusiva y de calidad.
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Fernández-Jiménez, C., Fernández-Cabezas, M., Polo, M. T., y Díaz, M. C. (2019). Autonomous work and skill learning strategies applying problem-based learning: Experience of innovation in subjects related to disability. Innovations in Education and Teaching International, 56(5), 617-627. https://doi.org/10.1080/14703297.2018.1476173
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García-Vandewalle, J. M., García-Carmona, M., Trujillo, J. M., y Moya, P. (2023). Analysis of digital competence of educators (DigCompEdu) in teacher trainees: The context of Melilla, Spain. Technology, Knowledge and Learning, 28(2), 585-612. https://doi.org/10.1007/s10758-021-09546-x
Garg, M., y Goel, A. (2022). A systematic literature review on online assessment security: Current challenges and integrity strategies. Computers & Security, 113, 102544. https://doi.org/10.1016/j.cose.2021.102544
Gómez-Trigueros, I. M., y Yáñez, C. (2021). The digital gender gap in teacher education: The TPACK Framework for the 21st Century. European Journal of Investigation in Health, Psychology and Education, 11(4), 1333-1349. https://doi.org/10.3390/ejihpe11040097
Gudmundsdottir, G. B., y Hatlevik, O. E. (2018). Newly qualified teachers’ professional digital competence: Implications for teacher education. European Journal of Teacher Education, 41(2), 214-231. https://doi.org/10.1080/02619768.2017.1416085
Guo, C., y Wan, B. (2022). The digital divide in online learning in China during the COVID-19 pandemic. Technology in Society, 71, 102122. https://doi.org/10.1016/j.techsoc.2022.102122
Hargittai, E., y Walejko, G. (2008). The participation divide: Content creation and sharing in the digital age1. Information, Communication & Society, 11(2), 239-256. https://doi.org/10.1080/13691180801946150
Hatlevik, O. E., y Christophersen, K.-A. (2013). Digital competence at the beginning of upper secondary school: Identifying factors explaining digital inclusion. Computers & Education, 63, 240-247. https://doi.org/10.1016/j.compedu.2012.11.015
Hernandez, L. S., Castano, L., Cruz, C., y Nigenda, J. P. (2022). Personalised learning model for academic leveling and improvement in higher education. Australasian Journal of Educational Technology, 38(2), 70-82. https://doi.org/10.14742/ajet.7084
Keengwe, J., Onchwari, G., y Agamba, J. (2014). Promoting effective e-learning practices through the constructivist pedagogy. Education and Information Technologies, 19(4), 887-898. https://doi.org/10.1007/s10639-013-9260-1
Kenny, E. J., y Donnelly, R. (2020). Navigating the gender structure in information technology: How does this affect the experiences and behaviours of women? Human Relations, 73(3), 326-350. https://doi.org/10.1177/0018726719828449
Lindfors, M., Pettersson, F., y Olofsson, A. D. (2021). Conditions for professional digital competence: the teacher educators’ view. Education Inquiry, 12(4), 390-409. https://doi.org/10.1080/20004508.2021.1890936
Loveless, A. (2011). Technology, pedagogy and education: Reflections on the accomplishment of what teachers know, do and believe in a digital age. Technology, Pedagogy and Education, 20(3), 301-316. https://doi.org/10.1080/1475939X.2011.610931
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
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Publicado
2025-12-09
Cómo citar
Moreira-Choez, J. S., Lamus de Rodríguez, T. M., & Zambrano-Acosta, J. M. (2025). Competencias digitales docentes como determinante de la calidad en los procesos educativos universitarios. Revista De Ciencias Sociales, 31(4), 315-330. https://doi.org/10.31876/rcs.v31i4.44862
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