A study of the professors’ digital competences of higher education at the Federal Institute of São Paulo
DOI:
https://doi.org/10.5753/rbie.2023.2943Keywords:
ICT, Digital Competence, Higher Education, Teacher TrainingAbstract
The incorporation of information and communication technologies (ICT) has brought possibilities and challenges to the educational field, requiring new competences from professors capable of creating and using digital strategies to improve teaching and learning process. The objective of this study is to analyze the digital competences of higher education professors at the Federal Institute of Education, Science and Technology of São Paulo and their relationship with the variables of gender, age and teaching experience. This is an exploratory and descriptive research, with a quantitative approach, with application of the DigCompEdu Check-In self-assessment questionnaire. Out of 195 participating professors, 90 (46%) were female and 105 (54%) were male. The results indicate that professors have an intermediate level of digital proficiency and that there are no significant differences related to age variable when correlated with their performance. Professors excelled in a variety of competences, notably on Continuous Digital Professional Development, Guidance in Teaching and Learning, as well as Creating and Modifying Digital Resources. However, the results also revealed deficiencies in several other competences, where the greatest weaknesses occurred in the dimensions of Pedagogic Competences and Students Competences, indicating the need for training actions of development in such teaching competences.
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Copyright (c) 2023 Lilian Saldanha Marroni, Marco Antonio Garcia de Carvalho
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