Digital Competence of Teachers in the Mayan Region of Mexico: Results of a Preliminary Research in Secondary Education

Abstract

Since there is a lack of information on the level of digital competence of secondary school teachers in the Mayan region of Mexico, a preliminary study was conducted to identify the level of digital competence and whether there are differences in the level of digital competence of teachers with socioeconomic variables. The DigCompEdu Check-In instrument was administered to 462 teachers; global and area competency levels were obtained, as well as analysis of means and standard deviations and comparisons using the t-test for independent samples; the Kruskal-Wallis test was also used to find differences. Among the results it was found that 45.2% of teachers are at intermediate levels of digital competence, also that there are differences in the level of digital competence between teachers in urban and rural areas; in addition, it was found that variables such as level of studies, number of social networks and class hours are related to the level of digital competence. With the information obtained, some actions can be defined to be carried out in the next stages of the research, such as working with more teachers and involving their students. The main contribution of this research is to have information on the digital competencies of teachers in the Mayan area of Mexico.

Clarification Evaluation of E-learning Implementation: A Developmental Research Design

“…These abilities are essential for improving their teaching effectiveness, advancing their professional careers, and successfully preparing students for their future roles in society and the workplace (Mystakidis et al, 2021). Reyes and Gurubel-Tec (2024) emphasized that when integrating technologies, teachers' digital competency-no matter how basic-is considered. Abuhassna et al (2020) argued that administrators should pay more attention to course structure design, and teachers should be trained and skilled.…”

“…It implies that to fully and effectively utilize e-learning, teachers and students must be digitally literate. Reyes and Gurubel-Tec (2024) stressed that instructors' digital competency must be considered when integrating technologies. Therefore, teachers should have more technology training to improve instruction in this age and support the implementation (Pratolo & Solikhati, 2021).…”