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Self-Perception of Digital Competence in University Lecturers: A Comparative Study between Universities in Spain and Peru According to the DigCompEdu Model

Author

Listed:
  • Lorena Martín-Párraga

    (Department of Didactics and Educational Organization (DOE), University of Seville, 41018 Seville, Spain)

  • Carmen Llorente-Cejudo

    (Department of Didactics and Educational Organization (DOE), University of Seville, 41018 Seville, Spain)

  • Julio Barroso-Osuna

    (Department of Didactics and Educational Organization (DOE), University of Seville, 41018 Seville, Spain)

Abstract

Today’s technology presents a major challenge for the education system in terms of digital literacy and the quality of education. This study focused on analyzing the level of digital competence of university teachers at the University of Seville, Spain, and another university in Arequipa, Peru, using the DigCompEdu model (Digital Competence Framework for Educators). The aim was to obtain significant data that reflect the educational reality within the use of Information and Communication Technologies (ICT) and to highlight the importance of training actions that improve the digital competence of teachers. The study was carried out using a descriptive–inferential approach, which showed the reality of the groups and obtained general conclusions based on the collected data. The participating teachers answered a self-assessment questionnaire that was previously validated by experts. The analyses and the obtained results highlight the importance of offering personalized training adapted to the needs of each educational context. Furthermore, they raise the need to reflect on areas for improvement and how to approach similar work in the future. It is suggested that future studies include probability samples in each research area to obtain more representative and globally applicable data.

Suggested Citation

  • Lorena Martín-Párraga & Carmen Llorente-Cejudo & Julio Barroso-Osuna, 2023. "Self-Perception of Digital Competence in University Lecturers: A Comparative Study between Universities in Spain and Peru According to the DigCompEdu Model," Societies, MDPI, vol. 13(6), pages 1-14, June.
    • Handle: RePEc:gam:jsoctx:v:13:y:2023:i:6:p:142-:d:1167207
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    References listed on IDEAS

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    1. Esther Garzón Artacho & Tomás Sola Martínez & José Luís Ortega Martín & José Antonio Marín Marín & Gerardo Gómez García, 2020. "Teacher Training in Lifelong Learning—The Importance of Digital Competence in the Encouragement of Teaching Innovation," Sustainability, MDPI, vol. 12(7), pages 1-13, April.
    2. Eszter Hargittai & Steven Shafer, 2006. "Differences in Actual and Perceived Online Skills: The Role of Gender," Social Science Quarterly, Southwestern Social Science Association, vol. 87(2), pages 432-448, June.
    3. Stefano Kluzer & Laia Pujol Priego, 2018. "DigComp into action: Get inspired, make it happen. A user guide to the European Digital Competence Framework," JRC Research Reports JRC110624, Joint Research Centre.
    4. Christine Redecker, 2017. "European Framework for the Digital Competence of Educators: DigCompEdu," JRC Research Reports JRC107466, Joint Research Centre.
    5. Julio Cabero-Almenara & Juan-Jesús Gutiérrez-Castillo & Antonio Palacios-Rodríguez & Julio Barroso-Osuna, 2020. "Development of the Teacher Digital Competence Validation of DigCompEdu Check-In Questionnaire in the University Context of Andalusia (Spain)," Sustainability, MDPI, vol. 12(15), pages 1-14, July.
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