Digital competencies in faculty members at a Chilean private university
Palabras clave:
Digital competencies, University faculty, Teacher training, Higher educationResumen
In the context of digital transformation in higher education, faculty digital competencies have become essential to ensure a high-quality teaching-learning process. This study analyzes the development of digital competencies among 142 faculty members from a private Chilean university who completed a diploma program. Data were collected using a 24-item Likert-scale self-administered questionnaire focused on specific technical skills. Results reveal an intermediate overall level of competence (M=2.937; SD=22.11), with notable disparities among participants. While some faculty members demonstrated strengths in creating digital materials and using educational technologies, significant weaknesses were identified in academic production and collaboration in digital environments. These findings highlight the need to optimize professional development programs through targeted strategies aimed at closing existing gaps. The study emphasizes the importance of implementing comprehensive and sustained actions that foster equitable growth in digital competencies, enabling faculty to effectively meet the evolving demands of 21st-century higher education.
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