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Digital Competence and University Teachers’ Conceptions about Teaching. A Structural Causal Model

Author

Listed:
  • Ana B. Mirete

    (Faculty of Education, University of Murcia, Avenida Teniente Flomesta, 5, 30003 Murcia, Spain)

  • Javier J. Maquilón

    (Faculty of Education, University of Murcia, Avenida Teniente Flomesta, 5, 30003 Murcia, Spain)

  • Lucía Mirete

    (Faculty of Economics, University of Alicante, Carretera San Vicente del Raspeig, s/n, 03690 San Vicente del Raspeig, Spain)

  • Raimundo A. Rodríguez

    (Faculty of Education, University of Murcia, Avenida Teniente Flomesta, 5, 30003 Murcia, Spain)

Abstract

Introduction : University teachers, in their ongoing scientific and pedagogical updating, must master the new methodologies and trends in their professional field. ICT’s importance for any person requires ethical responsibility, and it is incumbent on the educational professionals to preserve, improve and update their level of digital competence, and so improve learning and teaching. Method : This study uses a representative sample of 186 university teachers and follows the quantitative descriptive survey method. Two questionnaires were applied (CEE-ACUTIC). The first identified the approach for the transmission of information or the construction of knowledge, and the second measured attitude, knowledge and use of ICT. Results : A causal model of structural equations of maximum likelihood was run. We highlight the positive and significant relationship between the teaching approach oriented to the construction of knowledge and the use of ICTs ( β = 0.17, p < 0.01) and, in another sense, a statistically significant but negative relationship between the use of ICTs and the teaching approach focused on the transmission of information ( β = −0.16, p < 0.05). Discussion : It is empirically confirmed that the teaching approach conditions the use of technologies for teaching. There is no research in other contexts showing a causal relationship between teaching approaches and digital teaching competence.

Suggested Citation

  • Ana B. Mirete & Javier J. Maquilón & Lucía Mirete & Raimundo A. Rodríguez, 2020. "Digital Competence and University Teachers’ Conceptions about Teaching. A Structural Causal Model," Sustainability, MDPI, vol. 12(12), pages 1-13, June.
  • Handle: RePEc:gam:jsusta:v:12:y:2020:i:12:p:4842-:d:371062
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    Citations

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    Cited by:

    1. Carmen Romero-García & Olga Buzón-García & Patricia de Paz-Lugo, 2020. "Improving Future Teachers’ Digital Competence Using Active Methodologies," Sustainability, MDPI, vol. 12(18), pages 1-15, September.
    2. Yi Xie & Azzeddine Boudouaia & Jinfen Xu & Abdo Hasan AL-Qadri & Asma Khattala & Yan Li & Ya Min Aung, 2023. "A Study on Teachers’ Continuance Intention to Use Technology in English Instruction in Western China Junior Secondary Schools," Sustainability, MDPI, vol. 15(5), pages 1-18, February.
    3. Thi Phuoc Lai Nguyen & Thi Huy Nguyen & Thanh Khiet Tran, 2020. "STEM Education in Secondary Schools: Teachers’ Perspective towards Sustainable Development," Sustainability, MDPI, vol. 12(21), pages 1-16, October.
    4. Andrea Basantes-Andrade & Sonia Casillas-Martín & Marcos Cabezas-González & Miguel Naranjo-Toro & Frank Guerra-Reyes, 2022. "Standards of Teacher Digital Competence in Higher Education: A Systematic Literature Review," Sustainability, MDPI, vol. 14(21), pages 1-26, October.
    5. Raquel Barragán-Sánchez & María-Carmen Corujo-Vélez & Antonio Palacios-Rodríguez & Pedro Román-Graván, 2020. "Teaching Digital Competence and Eco-Responsible Use of Technologies: Development and Validation of a Scale," Sustainability, MDPI, vol. 12(18), pages 1-13, September.
    6. Ana María De la Calle & Alejandra Pacheco-Costa & Miguel Ángel Gómez-Ruiz & Fernando Guzmán-Simón, 2021. "Understanding Teacher Digital Competence in the Framework of Social Sustainability: A Systematic Review," Sustainability, MDPI, vol. 13(23), pages 1-17, November.
    7. César Torres Martín & Christian Acal & Mohammed El Homrani & Ángel Custodio Mingorance Estrada, 2021. "Impact on the Virtual Learning Environment Due to COVID-19," Sustainability, MDPI, vol. 13(2), pages 1-16, January.

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