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Publicação
Digital competence of higher education teachers at a distance learning University in Portugal
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| 3.52 MB | Adobe PDF |
Orientador(es)
Resumo(s)
The Digital Education Action Plan (2021–2027) launched by the European Commission
aims to revolutionize education systems, prioritizing the development of a robust digital education
ecosystem and the enhancement of teachers’ digital transformation skills. This study focuses on
Universidade Aberta, Portugal, to identify the strengths and weaknesses of teachers’ digital skills
within the Digital Competence Framework for Educators (DigCompEdu). Using a quantitative
approach, the research utilized the DigCompEdu CheckIn self-assessment questionnaire, validated
for the Portuguese population, to evaluate teachers’ perceptions of their digital competences. A
total of 118 teachers participated in the assessment. Findings revealed that the teachers exhibited
a notably high overall level of digital competence, positioned at the intersection of B2 (Expert) and
C1 (Leader) on the DigCompEdu scale. However, specific areas for improvement were identified,
particularly in Digital Technologies Resources and Assessment, the core pedagogical components
of DigCompEdu, which displayed comparatively lower proficiency levels. To ensure continuous
progress and alignment with the Digital Education Action Plan’s strategic priorities, targeted teacher
training initiatives should focus on enhancing competences related to Digital Technologies Resources
and Assessment.
Descrição
Palavras-chave
Digital competence Higher education DigCompEdu Distance education
Contexto Educativo
Citação
Moreira JA, Nunes CS, Casanova D. Digital Competence of Higher Education Teachers at a Distance Learning University in Portugal. Computers. 2023; 12(9):169. https://doi.org/10.3390/computers12090169