Digital competences in higher education teachers in Ecuador

Abstract

The study evidences the level of digital competencies among higher education faculty and how these influence their practice and interaction with students. Using a descriptive, non-experimental design, a survey was conducted with 120 educators from universities, technical institutes, and technological institutions. This survey evaluated the frequency of access to and use of digital sources, the available technological infrastructure, and the adoption of IT tools for teaching and assessment. The main conclusions state that faculty members access most of the information related to their profession through digital sources, which they use to prepare their classes. However, the use of creative tools is less common. Regarding technological infrastructure, a significant portion of respondents consider the equipment adequate for teaching, although some find issues with its suitability. The adoption of alternative software for assessment is limited, with only a fraction of educators using it. Notably, there is regular use of social media and other IT tools to interact with students outside the classroom. These findings underscore the need to enhance these competencies to ensure optimal education. Despite the significant integration of ICT in pedagogical practices, challenges remain in acquiring new technologies and continuous professional development. The importance of developing robust digital competencies is highlighted to meet the challenges of the 21st century and advance educational quality.