COMPETENCIAS DIGITALES Y DESEMPEÑO DOCENTE UNIVERSITARIO: EVIDENCIAS EMPÍRICAS EN UNIVERSIDADES PRIVADAS DE LIMA, PERÚ
DOI:
https://doi.org/10.18623/rvd.v22.n3.3424Keywords:
Competencias Digitales, Desempeño Docente, Educación Superior, Pedagogía, Desarrollo ProfesionalAbstract
Este estudio, enmarcado en el ámbito de la educación superior, empleó un diseño correlacional-causal para analizar datos de 271 docentes universitarios de universidades privadas de Lima, Perú. Se aplicó una encuesta tipo Likert que evaluó 22 indicadores de competencias digitales y 24 ítems de desempeño docente. El objetivo principal fue determinar la influencia de las competencias digitales sobre el desempeño del profesorado universitario. Los análisis de regresión logística ordinal evidenciaron que la incorporación de las competencias digitales como variable predictora incrementa significativamente la capacidad explicativa del modelo. Los coeficientes pseudo R² de Cox y Snell (0.602), Nagelkerke (0.825) y McFadden (0.704) indicaron una varianza explicada elevada, confirmando la solidez estadística del modelo. Los resultados demuestran que los docentes con mayores niveles de competencia digital alcanzan un desempeño sobresaliente mediante la integración eficaz de herramientas tecnológicas en su práctica educativa. En consecuencia, se recomienda a las instituciones de educación superior fortalecer la alfabetización digital y fomentar la formación continua como estrategias para optimizar la calidad académica y la innovación pedagógica.
References
Alarcón, R., Del Pilar, E., & De Vicente, M. (2020). Development and validation of the DIGIGLO, a tool for assessing the digital competence of educators. British Journal of Educational Technology, 51(6), 2407–2421. https://doi.org/10.1111/bjet.12919
Andriola, W. B., & Andriola, C. (2012). Performance assessment of teachers of higher education institutions: The case of Cearense College. Meta: Avaliacao, 4(11), 91–119. https://www.scopus.com/record/display.uri?eid=2-s2.0-84876111253
Atalaya, O. F. C., Santillan, D., Bedriñana, J., Chacón, Y., & Choque, M. (2019). The correlation of the specific and global performance of teachers in UNTELS engineering schools. Advances in Science, Technology and Engineering Systems, 4(6), 196–202. https://doi.org/10.25046/aj040625
Bartra-Rivero, K. R., Vásquez-Pajuelo, L., Avila-Sánchez, G. A., Andrade-Díaz, E. M., Méndez-Ilizarbe, G. S., Rodríguez-Barboza, J. R., & Alarcón-Villalobos, Y. J. (2024). How digital competence reduces technostress. Data and Metadata, 3, 303. https://doi.org/10.56294/dm2024303
Basantes-Andrade, A., Cabezas-González, M., & Casillas-Martín, S. (2020). Digital competences relationship between gender and generation of university professors. International Journal of Advanced Science, Engineering and Information Technology, 10(1), 205–211. https://doi.org/10.18517/ijaseit.10.1.11258
Bećirović, S. (2023). Digital competence of teachers and students. Springer Briefs in Education. https://doi.org/10.1007/978-981-99-0444-0_4
Cabero-Almenara, J., & Palacios-Rodríguez, A. (2020). Marco Europeo de Competencia Digital Docente «DigCompEdu» y cuestionario «DigCompEdu Check-In». EDMETIC, Revista de Educación Mediática y TIC, 9(1), 213–234. https://doi.org/10.21071/edmetic.v9i1.12462
Cuadra, G., Chirinos, K., Del Rosario, H., Morales, J., & Iraola-Real, I. (2023). Performance evaluation of psychology teachers of a private university in Lima–Peru: An experience in emergency remote teaching. Communications in Computer and Information Science, 1757, 167–176. https://doi.org/10.1007/978-3-031-24978-5_15
De Blume, A., Montoya-Londoño, D., & Osorio, A. (2022). Metacognitive skills and their relationship with gender, educational level, and professional performance variables of a sample of Colombian teachers. Revista Colombiana de Educación, 1(84). https://doi.org/10.17227/rce.num84-11298
Freundt-Thurne, Ú., Bossio, J., Tomás-Rojas, A., & Gallardo-Echenique, E. (2023). Validez y confiabilidad del DigCompEdu Check-In en una muestra nacional de docentes de educación superior en el Perú. Revista de Estilos de Aprendizaje, 16(31), 82–91. https://doi.org/10.55777/rea.v16i31.5314
González-Mohino, M., Rodríguez-Doménech, M., Callejas-Albiñana, A., & Castillo-Canalejo, A. (2023). Empowering critical thinking: The role of digital tools in citizen participation. Journal of New Approaches in Educational Research, 12(2), 258–275. https://doi.org/10.7821/naer.2023.7.1385
Guillén-Gamez, F., Mayorga-Fernández, M. J., & Contreras-Rosado, J. A. (2021). Validity and reliability of an instrument to evaluate the digital competence of teachers in relation to online tutorials in early childhood and primary education. Revista de Educación a Distancia (RED), 21(67), 1–20. https://doi.org/10.6018/red.474981
Guillén-Gamez, F. D., & Mayorga-Fernández, M. J. (2020). Quantitative-comparative research on digital competence in students, graduates and professors of faculty education: An analysis with ANOVA. Education and Information Technologies, 25(5), 4157–4174. https://doi.org/10.1007/s10639-020-10160-0
Hernández, R., & Mendoza, C. P. (2018). Metodología de la investigación (7.ª ed.). McGraw-Hill Interamericana. https://ebookcentral.upc.elogim.com/lib/upcebooks/reader.action?docID=5485814
Holmes, A., Illowsky, B., & Dean, S. (2022). Introducción a la estadística empresarial [Recurso educativo abierto]. Houston, TX: OpenStax. https://openstax.org/books/introducci%C3%B3n-estad%C3%ADstica-empresarial/pages/1-introduccion
Hurtado-Mazeyra, A., Núñez-Pacheco, R., Barreda-Parra, A., Guillén-Chávez, E. P., & Turpo-Gebera, O. (2022). Digital competencies of Peruvian teachers in basic education. Frontiers in Education, 7, 1058653. https://doi.org/10.3389/feduc.2022.1058653
Llaro, K. L. D., Guzmán, J. C. C., Tipian, M., & Arana, A. A. T. (2023). Digital competencies and teacher performance in the Unidad de Gestión Educativa Local Pachitea, Huánuco, 2020. Revista Ibérica de Sistemas e Tecnologias de Informação, E57, 240–251. https://www.scopus.com/record/display.uri?eid=2-s2.0-85165019816
Lucas, M., Bem-Haja, P., Siddiq, F., Moreira, A., & Redecker, C. (2021). The relation between in-service teachers’ digital competence and personal and contextual factors: What matters most? Computers & Education, 160, 104052. https://doi.org/10.1016/j.compedu.2020.104052
Ministerio de Educación del Perú. (2023). La universidad en cifras – Perú 2023. Lima: MINEDU. https://hdl.handle.net/20.500.12799/9077
MINEDU. (2021). La universidad peruana: De la educación remota a la transformación digital. El sistema universitario frente al COVID-19 durante 2020 y 2021. https://www.minedu.gob.pe/conectados/pdf/universidad-publica-covid-19-minedu.pdf
Ochoa, P., & Coello-Montecel, D. (2023). Does psychological empowerment mediate the relationship between digital competencies and job performance? Computers in Human Behavior, 140, 107575. https://doi.org/10.1016/j.chb.2022.107575
Ortega-Porras, J. R., & Oyanedel-Bernal, C. C. (2022). Docentes y las tecnologías de la información y la comunicación: El nuevo rol en tiempos de pandemia por COVID-19. Revista Educación, 46(1). https://doi.org/10.15517/revedu.v46i1.47614
Pera, B., Hajdukiewicz, A., & Hodak, D. F. (2023). Digital competencies among higher education professors and high-school teachers: Does teaching experience matter? Business Systems Research, 13(2), 72–95. https://doi.org/10.2478/bsrj-2022-0016
Piñon, L., Poleto, T., Carvalho, C., Rodrigues, F., Heuer, V., & Cavalcante, T. (2023). Predictors of digital competence of public university employees and the impact on innovative work behavior. Administrative Sciences, 13(5), 1–25. https://doi.org/10.3390/admsci13050131
Puente Viedma, C. de la. (2018). Estadística descriptiva e inferencial (Ed. IDT). Madrid: Ediciones IDT. ISBN 978-84-943724-7-6
Qin, F., & Jiang, C. (2023). The construction of university teachers’ performance management system under the background of big data technology. Lecture Notes on Data Engineering and Communications Technologies, 180, 974–982. https://doi.org/10.1007/978-3-031-36115-9_87
Rahmawati, S., Abdullah, A., Widiaty, I., & Islami, A. (2022). The distributions of vocational high school teachers’ advanced digital competence (ADC). Journal of Technical Education and Training, 14(2), 190–201. https://doi.org/10.30880/jtet.2022.14.02.017
Runge, I., Scheiter, K., Rubach, C., Richter, T., & Lazarides, R. (2023). Teacher training in the context of digital technology: What is the significance of digital-related training topics for digital competence-related beliefs and self-reported technology-enhanced instructional behavior? Computers & Education, 194, 104761. https://doi.org/10.1016/j.compedu.2023.104761
Ruiz-Cabezas, A., Del Castañar Medina, M., Domínguez, M., & Revilla, A. M. (2020). University teachers' training: The digital competence. Pixel-Bit, Revista de Medios y Educación, 58, 75–96. https://doi.org/10.12795/pixelbit.73347
Shiyu, J., & Zhuang, J. C. (2023). The impact path of digital literacy on farmers' entrepreneurial performance: Based on survey data in Jiangsu Province. Sustainability, 15(14), 11159. https://doi.org/10.3390/su151411159
Sun, C., Zhang, C., Li, G., & Zhao, S. (2020). Rough set-based evaluation of academic entrepreneurial performance of university teachers. Journal of Intelligent and Fuzzy Systems, 38(6), 6755–6763. https://doi.org/10.3233/JIFS-179753
UNESCO. (2022). Higher education global data report (summary). Paris: UNESCO. https://www.right-to-education.org/sites/right-to-education.org/files/resource-attachments/UNESCO_Higher%20Education%20Global%20Data%20Report_Working%20document_May2022_EN_0.pdf
Xia, W. (2021). Research on the performance evaluation indicator system of university teachers' ethics in the new era based on AHP model. ACM International Conference Proceeding Series, 885–889. https://doi.org/10.1145/3482632.3483043
Yan, X., & Zhao, J. (2018). The application of Granger causality test to the performance evaluation of university teachers returning overseas. 2018 3rd IEEE International Conference on Cloud Computing and Big Data Analysis (ICCCBDA), 568–572. https://doi.org/10.1109/ICCCBDA.2018.8386580
Downloads
Published
How to Cite
Issue
Section
License
I (we) submit this article which is original and unpublished, of my (our) own authorship, to the evaluation of the Veredas do Direito Journal, and agree that the related copyrights will become exclusive property of the Journal, being prohibited any partial or total copy in any other part or other printed or online communication vehicle dissociated from the Veredas do Direito Journal, without the necessary and prior authorization that should be requested in writing to Editor in Chief. I (we) also declare that there is no conflict of interest between the articles theme, the author (s) and enterprises, institutions or individuals.
I (we) recognize that the Veredas do Direito Journal is licensed under a CREATIVE COMMONS LICENSE.
Licença Creative Commons Attribution 3.0
