Digital Competences Relationship between Gender and Generation of University Professors

Abstract

Digital competences can be defined as the set of techno-pedagogical and communicational skills that allow teachers to function effectively within the educational contexts that new technologies generate. This research work was aimed to establish the relationship between the level of university professors' digital competences concerning their gender and generation. The study was based on a sample of 613 professionals with an undergraduate degree, who came from different areas of Ecuador; they were the attendees to the "Training Program for Leveling Tutors using Virtual Modality" at Técnica del Norte University (Ibarra-Ecuador). This research applied a quantitative and explanatory approach where the non-parametric statistical test of Chi-square was used to corroborate the validity of the data; it was obtained from a survey applied to the participants in this training course. The results show that the level of digital competences is gender independent but generation dependent. Generation Z is the one with the best digital capabilities, with an average of 61.14%. Regarding the gender, a dependence is observed only with two out of five groups of competencies analyzed in this study; the cloud storage and the interaction of social network. The research line of digital competences is extensive, the results should not be generalized or extrapolated without considering the characteristics of the educators and the context, it is suggested to assess the teaching staff digital competencies, considering other types of demographic variables, so that higher education institutions can carry out a comprehensive training planning in digital skills.

The role of digital informal learning in the relationship between students' digital competence and academic engagement during the COVID‐19 pandemic

“…To achieve this objective, students should be explicitly taught these digital skills (He & Li, 2019). Therefore, higher education institutions, particularly those in which DIL is the dominant form of learning, should consider training and updating teachers' knowledge in the area of digital technologies so that they will be able to develop digital skills and competencies in their students (Basantes‐Andrade et al, 2020).…”

“…Digital competence is an essential skill for individuals, particularly students, in the 21st century because it can enhance learning and lead to greater participation and engagement with digital environments (van Laar et al, 2017). Digital competence refers to the skill of using digital technologies effectively and the ability to critically analyze online information (Basantes‐Andrade et al, 2020; Hubbard, 2019).…”

The mediating role of digital informal learning in the relationship between students' digital competence and their academic performance

“…Also, as students have more flexibility and control over their learning in DIL settings, university policy-makers should pay attention to informal learning contexts alongside formal learning. Also, in order to improve students' academic performance, higher education institutions, educators and curriculum designers should not only improve the students' digital competence through extra-curricular programs (Basantes-Andrade et al, 2020), but also should provide opportunities for students to learn outside the formal classes through digital environments.…”

Self-Assessment of Digital Competenciees among Employees and Non-Working People of Generation Z in the Economy 4.0

“…All persons participating in the research gave their consent to participate in the research. The assessment of digital competences can be made on the basis of their actual level using specific tools (García-Valcárcel et al, 2020;Frailon et al, 2013), as well as based on self-assessment, where the process of measuring self-assessment based on perception (Agudo et al, 2020;Basantes-Andrade et al, 2020).…”