Curriculum by competences in university education: challenges and perspectives of virtual education in the context of the National Health Emergency

Guevara, Gilmer Juan Luján; Sotelo, José Pascual Apolaya

doi:10.17268/sciendo.2021.003

Cited by 1 publication

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“…These studies have used a variety of methodologies to assess digital competences, including questionnaires, practical skills tests and observations of participation in digital learning environments. In addition, they have identified the need for technological resources and infrastructures to be available in order to optimally train students in digital competences (Luján-Guevara & Apolaya-Sotelo, 2021;Mendez-Gijon & Morales-Barrera, 2020;Morales-Zambrano, Pazmiño-Campuzano & San Andrés-Laz, 2021). Some previous research has identified gender differences in digital skills among students (Cabezas & Casillas, 2018;Vázquez-Cano, Marín-Díaz, Maldonado-Berea & García-Garzón, 2017).…”

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confidence: 99%

Analysis of self-perceived digital competences in future educators: A study at the university of Granada

Alonso García,

Victoria Maldonado,

Martínez Domingo

et al. 2024

J. Technol. Sci. Educ.

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Digital competence is a key aspect to be taken into account in training at all stages. It is especially necessary to emphasize higher education stages and specifically on initial teacher training, as future teachers have the responsibility to promote these competencies and to be the first to introduce them into their programs. However, for this to happen, they must have previously established a framework of reference on which to train in digital competence, and they must be prepared to transmit this knowledge in this context that framework is DigCompEdu. For this reason, in the present research a correlational study is carried out with a retrospective ex-post-facto design to analyse the digital competencies of future teachers in the Faculty of Education Sciences at the University of Granada.The main results of the research carried out are that the self-perceived digital competence varies according to the sex of the students, being more positive in the case of men, while other factors such as the course or degree do not have a significant relevance. However, the majority of students at the Faculty of Education of the University of Granada have a self-assessed level of B1 as their level of digital competence, which is insufficient for transmission to future generations. This is also maintained because, according to the students, spaces, and training related to this aspect are not generated, although there are disparities according to the degree of this thinking.

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