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dc.contributor.authorVázquez, Javier Jorge-
dc.contributor.authorNáñez Alonso, Sergio Luis-
dc.contributor.authorFierro Saltos, Washington Raúl-
dc.contributor.authorPacheco Mendoza, Silvia-
dc.date.accessioned2023-10-27T15:49:35Z-
dc.date.available2023-10-27T15:49:35Z-
dc.date.issued2021-10-13-
dc.identifier.citationJorge-Vázquez, J., Luis Náñez Alonso, S., Raúl Fierro Saltos, W., Pacheco Mendoza, S., Alonso, N., Saltos, F., Ángel Martínez-López, J., & Lázaro-Pérez, C. (2021). Assessment of Digital Competencies of University Faculty and Their Conditioning Factors: Case Study in a Technological Adoption Context. Education Sciences 2021, Vol. 11, Page 637, 11(10), 637. https://doi.org/10.3390/EDUCSCI11100637es_MX
dc.identifier.issn2227-7102-
dc.identifier.urihttps://dspace.ueb.edu.ec/handle/123456789/5999-
dc.descriptionhttps://www.mdpi.com/2227-7102/11/10/637#metricses_MX
dc.description.abstractThe rise of digital technologies and their educational applications increasingly require the development of digital skills among university faculty. This study focuses on examining the level of digital competencies of university faculty and identifying their conditioning factors. To achieve this objective, an ex post facto methodological design with surveys is used. A sample of 216 university teachers from different regions of Ecuador was used. The non-parametric Chi-square test was used to validate the hypothesis of independence of the variables. The results obtained show that university faculty have a mostly intermediate level of digital skills, which is independent of gender, but dependent on the generational cohort. In particular, it is found that younger teachers (millennials) have a more advanced level of digital skills, although this relationship is not very strong. On the other hand, we observe the positive influence of the university’s strategic leadership in terms of technological adoption on the development of teachers’ digital skills. Universities with better technological resources and with training plans focused on the pedagogical application of technology have teachers with a more advanced level of digital skills. All of this leads to the recommendation that education policies should prioritise actions that promote the development of digital competencies among university facultyes_MX
dc.language.isoenges_MX
dc.publisherUniversidad Estatal de Bolívares_MX
dc.relation.ispartofseriesPCM-UEB;21-008-
dc.rightsinfo:eu-repo/semantics/openAccesses_MX
dc.subjectDIGITAL COMPETENCESes_MX
dc.subjectHIGHER EDUCATIONes_MX
dc.subjectTECHNOLOGY ADOPTIONes_MX
dc.subjectDIGITAL LITERACYes_MX
dc.subjectTEACHER TRAININGes_MX
dc.subjectDIGITAL SKILLSes_MX
dc.titleAssessment of Digital Competencies of University Faculty and Their Conditioning Factors: Case Study in a Technological Adoption Contextes_MX
dc.typearticlees_MX
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