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CompetĂȘncias digitais de professores do ensino superior privado
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Advisor(s)
Abstract(s)
O reforço das competĂȘncias digitais dos docentes do ensino superior Ă© uma prioridade polĂtica e
social no espaço europeu, e em particular em Portugal, que ganhou ainda maior relevùncia
durante o Ășltimo ano, fortemente marcado pelo desenvolvimento das tecnologias inteligentes
criativas de InteligĂȘncia Artificial. Neste sentido Portugal tem lançado uma sĂ©rie de iniciativas,
como o Plano de Ação para a Transição Digital (Resolução do Conselho de Ministros n.Âș 30/2020)
e o âskills for PĂłs-COVID CompetĂȘncias para o Futuro no Ensino Superiorâ, promovida pela
Direção-Geral do Ensino Superior, que procuram reforçar essas competĂȘncias. No Ăąmbito desta
iniciativa, a Universidade Aberta desenvolveu o projeto âEstratĂ©gias de acompanhamento da
mudança interna, na transformação digital, na inovação e no bem-estarâ. Nesta comunicação
apresentamos os principais resultados obtidos junto de docentes de instituiçÔes de ensino
superior privadas. A estratégia metodológica foi quantitativa, assente na aplicação de um
inquĂ©rito por questionĂĄrio concebido pelo EU Science Hub (Serviço de CiĂȘncia e Conhecimento
da ComissĂŁo Europeia), cuja componente principal se baseia numa ferramenta de autorreflexĂŁo
- DigCompEdu CheckIn - desenvolvida com base no Quadro Europeu de CompetĂȘncia Digital
para Educadores (DigCompEdu). No estudo em referĂȘncia utilizamos a versĂŁo do questionĂĄrio
traduzido e validado para a população portuguesa por Dias-Trindade, Moreira e Nunes (2019).
Os resultados permitiram identificar trĂȘs dimensĂ”es essenciais: (i) nĂveis de proficiĂȘncia e
pontuaçÔes mĂ©dias globais dos docentes, (ii) nĂveis de proficiĂȘncia por ĂĄreas de competĂȘncia
digital, e (iii) nĂveis de proficiĂȘncia por faixa etĂĄria, gĂ©nero, tempo de lecionação, tempo de
utilização de tecnologias digitais e ambientes virtuais. A partir destes resultados Ă© possĂvel
identificar, por um lado, necessidades de capacitação que permitam desenvolver as
competĂȘncias digitais destes docentes e, por outro lado, os nĂveis de fluĂȘncia digital elevados e,
por isso, com potencial de mobilização para a inovação das pråticas docentes.
Strengthening the digital skills of higher education teachers is a political and social priority in Europe, and especially in Portugal. It has become even more important in the last year, which has been marked by the development of intelligent creative technologies in the field of Artificial Intelligence. For this reason, Portugal has launched a series of initiatives, such as the Action Plan for the Digitalisation of Higher Education (Resolution of the Council of Ministers nÂș 30/2020) and the "Capacities for the future of post-COVID skills in higher education", sponsored by the General Directorate for Higher Education, that aim to strengthen these skills. As part of this initiative, the Open University developed the project "Strategies to accompany internal change in digital transformation, innovation and well-being". In this communication, we present the main results obtained from teachers in private higher education institutions. The methodological strategy was quantitative, based on the application of a questionnaire survey designed by the EU Science Hub (Science and Knowledge Service of the European Commission), the main component of which is based on a self-reflection tool - DigCompEdu CheckIn - developed based on the European Digital Competence Framework for Educators (DigCompEdu). In this study, we used the version of the questionnaire translated and validated for the Portuguese population by Dias-Trindade, Moreira and Nunes (2019). The results allowed us to identify three main dimensions: (i) proficiency levels and overall average scores of teachers, (ii) proficiency levels by areas of digital competence, and (iii) proficiency levels by age group, gender, length of teaching experience, length of use of digital technologies and virtual environments. These findings can be used to highlight training needs to develop these teachers' digital skills, as well as high levels of digital literacy, with potential for mobilising innovation in classroom practice.
Strengthening the digital skills of higher education teachers is a political and social priority in Europe, and especially in Portugal. It has become even more important in the last year, which has been marked by the development of intelligent creative technologies in the field of Artificial Intelligence. For this reason, Portugal has launched a series of initiatives, such as the Action Plan for the Digitalisation of Higher Education (Resolution of the Council of Ministers nÂș 30/2020) and the "Capacities for the future of post-COVID skills in higher education", sponsored by the General Directorate for Higher Education, that aim to strengthen these skills. As part of this initiative, the Open University developed the project "Strategies to accompany internal change in digital transformation, innovation and well-being". In this communication, we present the main results obtained from teachers in private higher education institutions. The methodological strategy was quantitative, based on the application of a questionnaire survey designed by the EU Science Hub (Science and Knowledge Service of the European Commission), the main component of which is based on a self-reflection tool - DigCompEdu CheckIn - developed based on the European Digital Competence Framework for Educators (DigCompEdu). In this study, we used the version of the questionnaire translated and validated for the Portuguese population by Dias-Trindade, Moreira and Nunes (2019). The results allowed us to identify three main dimensions: (i) proficiency levels and overall average scores of teachers, (ii) proficiency levels by areas of digital competence, and (iii) proficiency levels by age group, gender, length of teaching experience, length of use of digital technologies and virtual environments. These findings can be used to highlight training needs to develop these teachers' digital skills, as well as high levels of digital literacy, with potential for mobilising innovation in classroom practice.
Description
Keywords
CompetĂȘncias digitais docentes DigCompEdu Transição digital Inovação Digital teaching skills Digital transition Innovation
Pedagogical Context
Citation
Henriques, S., Moreira, J. A., Nunes, C., Lemos, C., Valente, S., Barros, D., Caeiro, L., Nunes, M. G. (2024). CompetĂȘncias digitais de professores do ensino superior privado. X ConferĂȘncias IbĂ©rica de Inovação na Educação com TIC - ieTIC 2024.
Publisher
UAb
Collections
CiĂȘncias da Educação | ComunicaçÔes em congressos, conferĂȘncias, seminĂĄrios/Communications in congresses, conferences, seminars
Centro de Estudos Globais | ComunicaçÔes em congressos, conferĂȘncias e seminĂĄrios / Communications in congresses, conferences and seminars
LE@D - LaboratĂłrio de Educação a DistĂąncia e Elearning | ComunicaçÔes em congressos, conferĂȘncias, seminĂĄrios / Communications
Centro de Estudos Globais | ComunicaçÔes em congressos, conferĂȘncias e seminĂĄrios / Communications in congresses, conferences and seminars
LE@D - LaboratĂłrio de Educação a DistĂąncia e Elearning | ComunicaçÔes em congressos, conferĂȘncias, seminĂĄrios / Communications