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Teachers’ digital competences in higher education in Portugal and Spain

2023Journal article Open access
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datacite.subject.sdg04:Educação de Qualidadept_PT
dc.contributor.authorTrindade, Sara Dias
dc.contributor.authorMoreira, J. António
dc.contributor.authorGarcía, Juan Gabriel
dc.contributor.authorGarrido Pintado, Pablo
dc.contributor.authorMas Miguel, Ana
dc.date.accessioned2024-01-03T11:24:26Z
dc.date.available2024-01-03T11:24:26Z
dc.date.issued2023
dc.description.abstractThe potential of DTIC has brought new and emerging challenges to teachers, making it essential to acquire digital competences, especially in virtual learning environments and online technologies. In this sense, based on the DigCompEdu CheckIn self-assessment questionnaire, validated for the Portuguese population by earlier studies, this research aims to identify the most fragile and robust areas of digital competences of Portuguese and Spanish university teachers. The quantitative methodological approach emphasizes teachers’ perception of their digital competences in three dimensions: teachers’ professional competences, teachers’ pedagogical competences and students’ competences and involved 347 teachers from Portugal and Spain. The results show that teachers of the two institutions have an overall moderate level of digital proficiency–level B1 and B2–and that the differences encountered between Portuguese and Spanish teachers (for example, Portuguese teachers have level A2 in area 4–assessment–, while Spanish teachers are already at level B2) highlight the need to invest in specific training that may address specific frailties, and therefore allow for the promotion of their digital competences. Results relating to teaching experience and age show that there is no direct relation between either factor or being digitally competent. Regarding gender, results reveal that men had slightly better results than women. Overall, what the results show is the need for teachers to increase the level of digital competence through specific training, prepared according to the specificities of each institution, and the importance of developing public policies that prepare teachers for a more digital education.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationDias-Trindade, S., Moreira, J. A., García Huertas, J. G., Garrido Pintado, P., & Mas Miguel, A. (2023). Teachers’ digital competences in higher education in Portugal and Spain. Contemporary Educational Technology, 15(4), ep463. https://doi.org/10.30935/cedtech/13604pt_PT
dc.identifier.doi10.30935/cedtech/13604pt_PT
dc.identifier.issn1309-517X
dc.identifier.urihttp://hdl.handle.net/10400.2/15338
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/pt_PT
dc.subjectDigital technologiespt_PT
dc.subjectDigital competencept_PT
dc.subjectHigher educationpt_PT
dc.subjectTeacher trainingpt_PT
dc.subjectDigCompEdupt_PT
dc.titleTeachers’ digital competences in higher education in Portugal and Spainpt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.issue4pt_PT
oaire.citation.startPageep463pt_PT
oaire.citation.titleContemporary Educational Technologypt_PT
oaire.citation.volume15pt_PT
person.familyNameTrindade
person.familyNameMoreira
person.familyNameGarcía
person.familyNameGARRIDO
person.familyNameMas Miguel
person.givenNameSara Dias
person.givenNameJ. António
person.givenNameJuan Gabriel
person.givenNamePABLO
person.givenNameAna
person.identifier.ciencia-idC714-2907-EDFF
person.identifier.ciencia-id2B14-ACE3-6C96
person.identifier.orcid0000-0002-5927-3957
person.identifier.orcid0000-0003-0147-0592
person.identifier.orcid0000-0001-5317-781X
person.identifier.orcid0000-0002-6111-6715
person.identifier.orcid0000-0003-1555-9045
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT
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relation.isAuthorOfPublicationda2ca531-e45f-48fe-bafe-1151cfa6dd85
relation.isAuthorOfPublicatione04233e7-85cf-491b-8134-eece0a578eae
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relation.isAuthorOfPublication.latestForDiscoverye04233e7-85cf-491b-8134-eece0a578eae

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