Teachers' digital competences in higher education in Portugal and Spain.

Saved in:

Bibliographic Details
Title:	Teachers' digital competences in higher education in Portugal and Spain.
Authors:	Dias-Trindade, Sara^1,2 sdtrindade@letras.up.pt, Moreira, José António^2,3, Huertas, Juan Gabriel García⁴, Pintado, Pablo Garrido⁵, Miguel, Ana Mas⁴
Source:	Contemporary Educational Technology. Oct2023, Vol. 15 Issue 4, p1-12. 12p.
Subject Terms:	Courseware, College teachers, Higher education, Teachers, Portuguese people, Digital storytelling, Virtual communities
Geographic Terms:	Portugal, Spain
Abstract:	The potential of DTIC has brought new and emerging challenges to teachers, making it essential to acquire digital competences, especially in virtual learning environments and online technologies. In this sense, based on the DigCompEdu CheckIn self-assessment questionnaire, validated for the Portuguese population by earlier studies, this research aims to identify the most fragile and robust areas of digital competences of Portuguese and Spanish university teachers. The quantitative methodological approach emphasizes teachers' perception of their digital competences in three dimensions: teachers' professional competences, teachers' pedagogical competences and students' competences and involved 347 teachers from Portugal and Spain. The results show that teachers of the two institutions have an overall moderate level of digital proficiency--level B1 and B2--and that the differences encountered between Portuguese and Spanish teachers (for example, Portuguese teachers have level A2 in area 4--assessment--, while Spanish teachers are already at level B2) highlight the need to invest in specific training that may address specific frailties, and therefore allow for the promotion of their digital competences. Results relating to teaching experience and age show that there is no direct relation between either factor or being digitally competent. Regarding gender, results reveal that men had slightly better results than women. Overall, what the results show is the need for teachers to increase the level of digital competence through specific training, prepared according to the specificities of each institution, and the importance of developing public policies that prepare teachers for a more digital education. [ABSTRACT FROM AUTHOR]
	Copyright of Contemporary Educational Technology is the property of Bastas Publications and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
Abstract:	The potential of DTIC has brought new and emerging challenges to teachers, making it essential to acquire digital competences, especially in virtual learning environments and online technologies. In this sense, based on the DigCompEdu CheckIn self-assessment questionnaire, validated for the Portuguese population by earlier studies, this research aims to identify the most fragile and robust areas of digital competences of Portuguese and Spanish university teachers. The quantitative methodological approach emphasizes teachers' perception of their digital competences in three dimensions: teachers' professional competences, teachers' pedagogical competences and students' competences and involved 347 teachers from Portugal and Spain. The results show that teachers of the two institutions have an overall moderate level of digital proficiency--level B1 and B2--and that the differences encountered between Portuguese and Spanish teachers (for example, Portuguese teachers have level A2 in area 4--assessment--, while Spanish teachers are already at level B2) highlight the need to invest in specific training that may address specific frailties, and therefore allow for the promotion of their digital competences. Results relating to teaching experience and age show that there is no direct relation between either factor or being digitally competent. Regarding gender, results reveal that men had slightly better results than women. Overall, what the results show is the need for teachers to increase the level of digital competence through specific training, prepared according to the specificities of each institution, and the importance of developing public policies that prepare teachers for a more digital education. [ABSTRACT FROM AUTHOR]
ISSN:	1309517X
DOI:	10.30935/cedtech/13604