COMPETENCIA DIGITAL DOCENTE Y SOSTENIBILIDAD EDUCATIVA
DOI:
https://doi.org/10.18623/rvd.v23.5311Palabras clave:
Competencia Digital Docente, Educación Superior, Sostenibilidad EducativaResumen
La transformación digital de la educación superior ha incrementado la necesidad de fortalecer las competencias digitales del profesorado como condición para garantizar procesos educativos sostenibles en entornos virtuales. En este contexto, el presente estudio analiza la relación entre la competencia digital docente y la sostenibilidad educativa en la educación superior. El objetivo de la investigación fue examinar el efecto predictivo de las dimensiones de la competencia digital docente, basadas en el marco DigCompEdu propuesto por Christine Redecker y Yves Punie, sobre la calidad de los procesos de enseñanza y aprendizaje en línea. La investigación adoptó un enfoque cuantitativo mediante un diseño no experimental y de corte transversal. Para el análisis de los datos se empleó un modelo de regresión múltiple que permitió evaluar la influencia de las distintas dimensiones de la competencia digital docente en el aprendizaje virtual. Los resultados evidencian que las competencias pedagógicas digitales del profesorado constituyen un factor significativo para explicar la calidad del aprendizaje en línea y contribuyen al desarrollo de modelos educativos sostenibles en la educación superior. En conclusión, el fortalecimiento de la competencia digital docente emerge como un elemento clave para la innovación pedagógica y la sostenibilidad educativa en contextos universitarios digitalizados.
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