Competencias digitales en docentes de educación superior: Un análisis integral basado en una revisión sistemática

• Jenniffer Sobeida Moreira-Choez https://orcid.org/0000-0001-8604-3295
• Tibisay Milene Lamus de Rodríguez https://orcid.org/0000-0002-2677-7059
• Lizandro Agustín Cedeño Barcia https://orcid.org/0000-0003-3393-4785
• Mario Mitsuo Bueno Fernández https://orcid.org/0000-0002-7217-1656

DOI: https://doi.org/10.31876/rcs.v30i3.42672

Palabras clave: Competencia digital, pedagogía digital, habilidades, conocimientos, educación superior

Resumen

La competencia digital ha adquirido gran relevancia en la educación superior debido al acelerado avance tecnológico. El objetivo del presente trabajo es determinar una perspectiva integral sobre el estado actual de la competencia digital entre los estudiantes y docentes en el ámbito de la educación superior. Se implementó una metodología de revisión sistemática, utilizando la base de datos Scopus para recopilar investigaciones existentes sobre el tema, relacionadas con la definición de competencia digital, las dimensiones utilizadas para evaluarla, los propósitos, las metodologías, los resultados y las limitaciones. Los resultados destacaron la importancia de la competencia digital en la educación superior, reconociendo su papel fundamental para el éxito académico y profesional de los estudiantes; evidenciando que existen variaciones en las percepciones y niveles de competencia digital entre los individuos y, finalmente, identificando factores individuales y contextuales que influyen en el desarrollo de la competencia digital, como la experiencia previa con la tecnología, la formación recibida y el contexto educativo. Se concluye la importancia de diseñar programas de formación y desarrollo profesional que consideren esta diversidad en los enfoques de enseñanza y aprendizaje, abordando esos factores para mejorar la competencia digital de los estudiantes y docentes.

Citas

Acevedo-Duque, Ángel, Argüello, A. J., Pineda, B. G., y Turcios, P. W. (2020). Competencias del docente en educación online en tiempo de COVID-19: Universidades Publicas de Honduras. Revista de Ciencias Sociales (Ve), XXVI, 206-224. https://doi.org/10.31876/rcs.v26i0.34123

Amhag, L., Hellström, L., y Stigmar, M. (2019). Teacher educators’ use of digital tools and needs for digital competence in higher education. Journal of Digital Learning in Teacher Education, 35(4), 203-220. https://doi.org/10.1080/21532974.2019.1646169

Bartolomé, J., y Garaizar, P. (2022). Design and validation of a novel tool to assess citizens’ netiquette and information and data literacy using interactive simulations. Sustainability, 14(6), 3392. https://doi.org/10.3390/su14063392

Basilotta-Gómez-Pablos, V., Matarranz, M., Casado-Aranda, L.-A., y Otto, A. (2022). Teachers’ digital competencies in higher education: A systematic literature review. International Journal of Educational Technology in Higher Education, 19(1), 8. https://doi.org/10.1186/s41239-021-00312-8

Bibri, S. E. (2021). Data-driven smart sustainable cities of the future: An evidence synthesis approach to a comprehensive state-of-the-art literature review. Sustainable Futures, 3, 100047. https://doi.org/10.1016/j.sftr.2021.100047

Blom, R., Karvonen, E., Melin, H., Nordenstreng, K., Puoskari, E., y Webster, F. (Eds.) (2020). The Information Society Reader Routledge. https://doi.org/10.4324/9780203622278

Bond, M., Marín, V. I., Dolch, C., Bedenlier, S., y Zawacki-Richter, O. (2018). Digital transformation in German higher education: Student and teacher perceptions and usage of digital media. International Journal of Educational Technology in Higher Education, 15(1), 48. https://doi.org/10.1186/s41239-018-0130-1

Castro, L., Tamayo, J. A., Arango, M. D., Branch, J. W., y Burgos, D. (2020). Digital transformation in higher education institutions: A systematic literature review. Sensors, 20(11), 3291. https://doi.org/10.3390/s20113291

Delgado, G., Gutiérrez, R. A., y Ochoa, C. A. (2020). Competencias en uso de Tecnologías de Información y Comunicación: Estudiantes de postgrados a distancia. Revista de Ciencias Sociales (Ve), XXVI(E-2), 314-327. https://doi.org/10.31876/rcs.v26i0.34130

Dias-Trindade, S., y Albuquerque, C. (2022). University teachers’ digital competence: A case study from Portugal. Social Sciences, 11(10), 481. https://doi.org/10.3390/socsci11100481

Falloon, G. (2020). From digital literacy to digital competence: The teacher digital competency (TDC) framework. Educational Technology Research and Development, 68(5), 2449-2472. https://doi.org/10.1007/s11423-020-09767-4

Fernández-Batanero, J. M., Román-Graván, P., Montenegro-Rueda, M., López-Meneses, E., y Fernández-Cerero, J. (2021). Digital teaching competence in higher education: A systematic review. Education Sciences, 11(11), 689. https://doi.org/10.3390/educsci11110689

Gudmundsdottir, G. B., y Hatlevik, O. E. (2018). Newly qualified teachers’ professional digital competence: implications for teacher education. European Journal of Teacher Education, 41(2), 214-231. https://doi.org/10.1080/02619768.2017.1416085

Gupta, R., Seetharaman, A., y Maddulety, K. (2020). Critical success factors influencing the adoption of digitalisation for teaching and learning by business schools. Education and Information Technologies, 25(5), 3481-3502. https://doi.org/10.1007/s10639-020-10246-9

Hernández, I. B., Lay, N., Herrera, H., y Rodríguez, M. (2021). Estrategias pedagógicas para el aprendizaje y desarrollo de competencias investigativas en estudiantes universitarios. Revista de Ciencias Sociales (Ve), XXVII(2), 242-255. https://doi.org/10.31876/rcs.v27i2.35911

Ilomäki, L., Paavola, S., Lakkala, M., y Kantosalo, A. (2016). Digital competence – an emergent boundary concept for policy and educational research. Education and Information Technologies, 21(3), 655-679. https://doi.org/10.1007/s10639-014-9346-4

Jin, K.-Y., Reichert, F., Cagasan, L. P., De la Torre, J., y Law, N. (2020). Measuring digital literacy across three age cohorts: Exploring test dimensionality and performance differences. Computers & Education, 157, 103968. https://doi.org/10.1016/j.compedu.2020.103968

Khalid, J., Ram, B. R., Soliman, M., Ali, A. J., Khaleel, M., e Islam, M. S. (2018). Promising digital university: A pivotal need for higher education transformation. International Journal of Management in Education, 12(3), 264. https://doi.org/10.1504/IJMIE.2018.092868

Krumsvik, R. J. (2008). Situated learning and teachers’ digital competence. Education and Information Technologies, 13(4), 279-290. https://doi.org/10.1007/s10639-008-9069-5

Lassoued, Z., Alhendawi, M., y Bashitialshaaer, R. (2020). An exploratory study of the obstacles for achieving quality in distance learning during the COVID-19 pandemic. Education Sciences, 10(9), 232. https://doi.org/10.3390/educsci10090232

Lucas, R. I., Promentilla, M. A., Ubando, A., Tan, R. G., Aviso, K., y Yu, K. D. (2017). An AHP-based evaluation method for teacher training workshop on information and communication technology. Evaluation and Program Planning, 63, 93-100. https://doi.org/10.1016/j.evalprogplan.2017.04.002

Martínez-Serrano, M. D. C., Ocaña-Moral, M. T., y Pérez-Navío, E. (2021). Digital resources and digital competence: A cross-sectional survey of university students of the childhood education degree of the university of Jaén. Education Sciences, 11(8), 452. https://doi.org/10.3390/educsci11080452

Mattar, J., Santos, C. C., y Cuque, L. M. (2022). Analysis and comparison of international digital competence frameworks for education. Education Sciences, 12(12), 932. https://doi.org/10.3390/educsci12120932

McGarr, O., Mifsud, L., y Colomer, J. C. (2021). Digital competence in teacher education: comparing national policies in Norway, Ireland and Spain. Learning, Media and Technology, 46(4), 483-497. https://doi.org/10.1080/17439884.2021.1913182

McGarr, O., y McDonagh, A. (2021). Exploring the digital competence of pre-service teachers on entry onto an initial teacher education programme in Ireland. Irish Educational Studies, 40(1), 115-128. https://doi.org/10.1080/03323315.2020.1800501

Mehrvarz, M., Heidari, E., Farrokhnia, M., y Noroozi, O. (2021). The mediating role of digital informal learning in the relationship between students’ digital competence and their academic performance. Computers & Education, 167, 104184. https://doi.org/10.1016/j.compedu.2021.104184

Mishra, L., Gupta, T., y Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1, 100012. https://doi.org/10.1016/j.ijedro.2020.100012

Moreira-Choez, J. S., Lamus, T. M., Olmedo-Cañarte, P. A., y Macías-Macías, J. D. (2024). Valorando el futuro de la educación: Competencias Digitales y Tecnologías de Información y Comunicación en Universidades. Revista Venezolana de Gerencia, 29(105), 271-288. https://produccioncientificaluz.org/index.php/rvg/article/view/41515

Moreira-Choez, J. S., Zambrano-Acosta, J. M., y López-Padrón, A. (2023). Digital teaching competence of higher education professors: Self-perception study in an Ecuadorian university. F1000Research, 12, 1484. https://doi.org/10.12688/f1000research.139064.1

Napal, M., Peñalva-Vélez, A., y Mendióroz, A. M. (2018). Development of digital competence in secondary education teachers’ training. Education Sciences, 8(3), 104. https://doi.org/10.3390/educsci8030104

Núñez-Canal, M., De Obesso, M. D. L. M., y Pérez-Rivero, C. A. (2022). New challenges in higher education: A study of the digital competence of educators in Covid times. Technological Forecasting and Social Change, 174, 121270. https://doi.org/10.1016/j.techfore.2021.121270

Pettersson, F. (2018). On the issues of digital competence in educational contexts – a review of literature. Education and Information Technologies, 23(3), 1005-1021. https://doi.org/10.1007/s10639-017-9649-3

Pinargote-Macías, E. I., Vega, J. O., Moreira, J. S., y Díaz, T. M. (2022). Competencias del docente universitario en tiempos de pandemia. Revista Venezolana de Gerencia, 27(E-7), 347-359. https://doi.org/10.52080/rvgluz.27.7.23

Pöntinen, S., y Räty-Záborszky, S. (2020). Pedagogical aspects to support students’ evolving digital competence at school. European Early Childhood Education Research Journal, 28(2), 182-196. https://doi.org/10.1080/1350293X.2020.1735736

Ramírez, A. G., Rodríguez, E. N., Pirela, A. A., y Castillo, I. C. (2021). Habilidades digitales e interés por estudiar en la modalidad E-Learning en estudiantes de Bachillerato. Revista de Ciencias Sociales (Ve), XXVII(4), 30-48. https://doi.org/10.31876/rcs.v27i4.37232

Ramirez, B. V., Camayo, B. F., Vilcatoma, A. G., y Valdez, J. J. (2022). Competencias digitales y rendimiento académico en estudiantes de una institución de educación técnica-productiva peruana. Revista de Ciencias Sociales (Ve), XXIII(E-6), 199-211. https://doi.org/10.31876/rcs.v28i.38832

Romero, D., Oruna, A. M., y Sánchez, J. A. (2023). Enseñanza y aprendizaje digital: Desafíos actuales en Latinoamérica. Revista de Ciencias Sociales (Ve), XXIX(3), 439-452. https://doi.org/10.31876/rcs.v29i3.40725

Schulenkorf, T., Krah, V., Dadaczynski, K., y Okan, O. (2021). Addressing health literacy in schools in Germany: Concept analysis of the mandatory digital and media literacy school curriculum. Frontiers in Public Health, 9, 687389. https://doi.org/10.3389/fpubh.2021.687389

Skantz-Åberg, E., Lantz-Andersson, A., Lundin, M., y Williams, P. (2022). Teachers’ professional digital competence: An overview of conceptualisations in the literature. Cogent Education, 9(1), 2063224. https://doi.org/10.1080/2331186X.2022.2063224

Spante, M., Hashemi, S. S., Lundin, M., y Algers, A. (2018). Digital competence and digital literacy in higher education research: Systematic review of concept use. Cogent Education, 5(1), 1519143. https://doi.org/10.1080/2331186X.2018.1519143

Van Laar, E., Van Deursen, A. J. A. M., Van Dijk, J. A. G. M., y De Haan, J. (2017). The relation between 21st-century skills and digital skills: A systematic literature review. Computers in Human Behavior, 72, 577-588. https://doi.org/10.1016/j.chb.2017.03.010

Villalobos, R. M., Martelo, R. J., y Franco, D. A. (2023). Competencias docentes para el uso de tecnologías de información y comunicación en educación media general. Revista de Ciencias Sociales (Ve), XXIX(E-8), 63-76. https://doi.org/10.31876/rcs.v29i.40938

Vlachopoulos, D., y Makri, A. (2019). Online communication and interaction in distance higher education: A framework study of good practice. International Review of Education, 65(4), 605-632. https://doi.org/10.1007/s11159-019-09792-3

Vodă, A. I., Cautisanu, C., Grădinaru, C., Tănăsescu, C., y De Moraes, G. H. S. M. (2022). Exploring digital literacy skills in social sciences and humanities students. Sustainability, 14(5), 2483. https://doi.org/10.3390/su14052483

Walter, N., y Pyżalski, J. (2022). Lessons learned from COVID-19 emergency remote education. Adaptation to crisis distance education of teachers by developing new or modified digital competences. In Ł. Tomczyk y L. Fedeli (Eds.), Digital literacy for teachers. lecture notes in educational technology (pp. 7-23). Springer https://doi.org/10.1007/978-981-19-1738-7_2

Yu, T.-K., Lin, M.-L., y Liao, Y.-K. (2017). Understanding factors influencing information communication technology adoption behavior: The moderators of information literacy and digital skills. Computers in Human Behavior, 71, 196-208. https://doi.org/10.1016/j.chb.2017.02.005

Zhao, Y., Pinto, A. M., y Sánchez, M. C. (2021). Digital competence in higher education research: A systematic literature review. Computers & Education, 168, 104212. https://doi.org/10.1016/j.compedu.2021.104212