Didactic workshops based on information technologies for the development of digital competencies in university professors
DOI:
https://doi.org/10.51252/rcsi.v5i1.817Keywords:
higher education, digital education, pedagogical innovation, technological trainingAbstract
The digital transformation in higher education has generated the need to strengthen the digital competencies of university teachers, allowing them to effectively integrate information and communication technologies (ICT) in their pedagogical practice; however, previous studies have identified a gap in digital teacher training, especially in regions with limited access. The objective of the study was to design and validate a model of ICT-based didactic workshops to improve the digital competencies of university teachers in a Peruvian institution. The research had a quantitative approach, applied and non-experimental cross-sectional design. A survey was applied to 25 teachers, evaluating four dimensions: appropriation, integration, attitude and commitment to the use of ICT. The results showed that 40% of the teachers had a low level of appropriation, 56% had a medium level of integration and 48% had a favorable attitude towards ICT. The validation of the model obtained scores above 4.4 in sufficiency, clarity and coherence. It is concluded that the model is effective in improving teachers' digital competencies, suggesting its implementation in other educational institutions.
References
Abel, V. R., Tondeur, J., & Sang, G. (2022). Teacher Perceptions about ICT Integration into Classroom Instruction. Education Sciences, 12(9), 609. https://doi.org/10.3390/educsci12090609 DOI: https://doi.org/10.3390/educsci12090609
Al‐Mamary, Y. H. S. (2022). Examining the factors affecting the use of ICT in teaching in Yemeni schools. Journal of Public Affairs, 22(1). https://doi.org/10.1002/pa.2330 DOI: https://doi.org/10.1002/pa.2330
Aspajo-Morales, M. de J., & Angulo-Ríos, L. A. (2023). Competencias digitales en docentes de educación básica: Estudio en una institución educativa peruana. Revista Amazonía Digital, 2(1), e281. https://doi.org/10.55873/rad.v2i1.281 DOI: https://doi.org/10.55873/rad.v2i1.281
Bariu, T. N., & Chun, X. (2022). Influence of teachers attitude on ict implementation in kenyan universities. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2022.2107294 DOI: https://doi.org/10.1080/2331186X.2022.2107294
Bayaga, A., Bossé, M. J., Sevier, J., Fountain, C., Williams, D., Bosire, S., & Blignaut, S. (2021). University Faculty Opinions of Preservice Teachers’ Technological Readiness. Canadian Journal of Science, Mathematics and Technology Education, 21(1), 44–64. https://doi.org/10.1007/s42330-021-00138-6 DOI: https://doi.org/10.1007/s42330-021-00138-6
Diz-Otero, M., Portela-Pino, I., Domínguez-Lloria, S., & Pino-Juste, M. (2023). Digital competence in secondary education teachers during the COVID-19-derived pandemic: comparative analysis. Education + Training, 65(2), 181–192. https://doi.org/10.1108/ET-01-2022-0001 DOI: https://doi.org/10.1108/ET-01-2022-0001
García-Castro, J. C., Torres-Delgado, W., Cárdenas-García, Á., & Chávez-Bazán, M. (2023). Tutoría en la Universidad Nacional de San Martín, Tarapoto, Perú. UNAAACIENCIA-PERÚ, 2(2), e44. https://doi.org/10.56926/unaaaciencia.v2i2.44 DOI: https://doi.org/10.56926/unaaaciencia.v2i2.44
González, C., Ponce, D., & Fernández, V. (2023). Teachers’ experiences of teaching online during COVID-19: implications for postpandemic professional development. Educational Technology Research and Development, 71(1), 55–78. https://doi.org/10.1007/s11423-023-10200-9 DOI: https://doi.org/10.1007/s11423-023-10200-9
Huaman-Yupanqui, N. C., Zapana-Halire, Y., Ulloa-Gallardo, N. J., & Vilchez Navarro, Y. (2024). Implementación de un sistema web para mejorar la gestión académica en universidades: un estudio de caso. Revista Amazonía Digital, 3(2), e289. https://doi.org/10.55873/rad.v3i2.289 DOI: https://doi.org/10.55873/rad.v3i2.289
Li, M., & Yu, Z. (2022). Teachers’ Satisfaction, Role, and Digital Literacy during the COVID-19 Pandemic. Sustainability, 14(3), 1121. https://doi.org/10.3390/su14031121 DOI: https://doi.org/10.3390/su14031121
Panduro-Vasquez, G. G., Cjuno-Rojas, J. A., Ulloa-Gallardo, N. J., & Isuiza-Pérez, D. D. (2024). Desarrollo de un sistema web para la gestión de trámites documentarios en una entidad educativa local peruana. Revista Amazonía Digital, 3(2), e290. https://doi.org/10.55873/rad.v3i2.290 DOI: https://doi.org/10.55873/rad.v3i2.290
Pashanasi-Amasifuen, B., Palomino-Alvarado, G. del P., & Gárate-Ríos, J. (2024). Desempeño laboral en una universidad pública de la Amazonía Peruana. UNAAACIENCIA-PERÚ, 3(1), e60. https://doi.org/10.56926/unaaaciencia.v3i1.60 DOI: https://doi.org/10.56926/unaaaciencia.v3i1.60
Sá, M. J., Santos, A. I., Serpa, S., & Miguel Ferreira, C. (2021). Digitainability—Digital Competences Post-COVID-19 for a Sustainable Society. Sustainability, 13(17), 9564. https://doi.org/10.3390/su13179564 DOI: https://doi.org/10.3390/su13179564
Sánchez-Cruzado, C., Santiago Campión, R., & Sánchez-Compaña, M. T. (2021). Teacher Digital Literacy: The Indisputable Challenge after COVID-19. Sustainability, 13(4), 1858. https://doi.org/10.3390/su13041858 DOI: https://doi.org/10.3390/su13041858
Scully, D., Lehane, P., & Scully, C. (2021). ‘It is no longer scary’: digital learning before and during the Covid-19 pandemic in Irish secondary schools. Technology, Pedagogy and Education, 30(1), 159–181. https://doi.org/10.1080/1475939X.2020.1854844 DOI: https://doi.org/10.1080/1475939X.2020.1854844
Toma, F., Ardelean, A., Grădinaru, C., Nedelea, A., & Diaconu, D. C. (2023). Effects of ICT Integration in Teaching Using Learning Activities. Sustainability, 15(8), 6885. https://doi.org/10.3390/su15086885 DOI: https://doi.org/10.3390/su15086885
Trubavina, I., Dotsenko, S., Naboka, O., Chaikovskyi, M., & Meshko, H. (2021). Developing digital competence of teachers of Humanitarian disciplines in the conditions of COVID-19 quarantine measures. Journal of Physics: Conference Series, 1840(1), 012052. https://doi.org/10.1088/1742-6596/1840/1/012052 DOI: https://doi.org/10.1088/1742-6596/1840/1/012052
Velandia Rodriguez, C. A., Mena-Guacas, A. F., Tobón, S., & López-Meneses, E. (2022). Digital Teacher Competence Frameworks Evolution and Their Use in Ibero-America up to the Year the COVID-19 Pandemic Began: A Systematic Review. International Journal of Environmental Research and Public Health, 19(24), 16828. https://doi.org/10.3390/ijerph192416828 DOI: https://doi.org/10.3390/ijerph192416828
Vieira, C. R., & Pedro, N. (2023). Weaknesses of ICT integration in the initial teacher education curriculum. Computers and Education Open, 5, 100150. https://doi.org/10.1016/j.caeo.2023.100150 DOI: https://doi.org/10.1016/j.caeo.2023.100150
Zaqueu, L. (2024). Desafíos y oportunidades para la transformación digital en las instituciones de educación superior de Mozambique. Revista Científica de Sistemas e Informática, 4(2), e690. https://doi.org/10.51252/rcsi.v4i2.690 DOI: https://doi.org/10.51252/rcsi.v4i2.690
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Julio Iván Torres-Manrique, Tatiana Karol Reategui-Ramírez, Cesar Marcelo Campomanes-Lloja, Santiago Luis Vela-del-Águila
This work is licensed under a Creative Commons Attribution 4.0 International License.
The authors retain their rights:
a. The authors retain their trademark and patent rights, as well as any process or procedure described in the article.
b. The authors retain the right to share, copy, distribute, execute and publicly communicate the article published in the Revista Científica de Sistemas e Informática (RCSI) (for example, place it in an institutional repository or publish it in a book), with an acknowledgment of its initial publication in the RCSI.
c. Authors retain the right to make a subsequent publication of their work, to use the article or any part of it (for example: a compilation of their works, notes for conferences, thesis, or for a book), provided that they indicate the source of publication (authors of the work, journal, volume, number and date).
