Incidence of Gender in the Digital Competence of Higher Education Teachers in Research Work: Analysis with Descriptive and Comparative Methods

Guillén‐Gámez, Francisco D.; Mayorga-Fernández, María J.; Contreras-Rosado, José Antonio

doi:10.3390/educsci11030098

Cited by 33 publications

(23 citation statements)

References 50 publications

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“…In contrast, other authors did not find association between age and technostress [56]. Although significant differences were not detected in the level of ICT competence based on the gender of the teachers [57], male teachers tend to be less stressed and nervous when they have to integrate ICT in their classrooms [58]. In contrast, in a study developed among Chilean teachers it was found that that male teachers were more techno-anxious than their female peers [34].…”

Section: Discussionmentioning

confidence: 86%

Occupational Risk of Technostress Related to the Use of ICT among Teachers in Spain

Rey-Merchán

López-Arquillos

2022

Sustainability

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Teachers are frequently exposed to several occupational risks. The continuous use of Information and Communication Technologies (ICT) represents a potential source of technostress among teachers. The aim of the current research is to evaluate the technostress levels of school and high school teachers in Spain. The methodology applied in the manuscript, namely the staticized group technique was based on an expert panel. Results showed high levels of technostress in both dimensions (techno-anxiety and techno-fatigue). Experts highlighted the relationship between administrative tasks and technostress. More rational and efficient distribution of the workload associated with administrative obligations of the teachers, could reduce the level of technostress in the education sector. Results from the current research can help to improve working conditions of teachers considering the findings to design preventive strategies adapted to the profile of teachers and their organization. Some policy interventions such as occupational safety training, institutional technical support, and computer training programs could reduce the levels of technostress and mitigate associated negative impacts concerning the occupational health of teachers.

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Section: Discussionmentioning

confidence: 86%

Occupational Risk of Technostress Related to the Use of ICT among Teachers in Spain

Rey-Merchán

López-Arquillos

2022

Sustainability

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“…As indicated in Table 4, 10 productive authors who published more than 4 articles in this area are presented, of which 6 (60%) are from Spanish affiliations. Among them, Guillén-Gámez topped the ranking list with 8 articles, and most of his articles concentrated on examining the digital competence of higher education faculties since the topics he contributed most were technology integration and technology acceptance model [25,26]. What's more, authors from other countries are also prolific.…”

Section: Authorsmentioning

confidence: 99%

Bibliometric Analysis on Research Trends of Digital Literacy in Higher Education from 2012 to 2021

Gang

2022

Int. J. Emerg. Technol. Learn.

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Digital literacy is a multidimensional concept that encompasses a complex integration of knowledge, skills, attitudes, and cognition dimensions, which gains increased attention in the context of higher education. The objective of this study is to analyze the scientific production of digital literacy in higher education from 2012 to 2021 based on the Scopus database, and reveal the current research trends on this subject. To this end, a bibliometric study was carried out, which first investigated some variables that addressed different features, from the distribution of publications to the most productive countries/regions and the prolific publication venues, and continued with the analysis of the authors and the keywords co-occurrence through VOSviewer software. The results show that the most frequently explored themes in the area of digital literacy can be detected, which focused on the integration of digital technology, ontology research and the educational practices of digital literacy, and the effectiveness evaluation of digital literacy in the time of the COVID-19 pandemic. The findings of this study are beneficial for researchers to gain a comprehensive understanding of digital literacy in the domain of higher education, and provide new directions for future research.

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“…However, not all of us are "Homo Interneticus" [174], which causes a digital divide in these processes of the digitalization of societies [51,59,172,[175][176][177] because digital inclusion technology is not neutral [178]:…”

Section: Digitainability Learning Processesmentioning

confidence: 99%

Digitainability—Digital Competences Post-COVID-19 for a Sustainable Society

Sá¹,

Santos

Serpa

et al. 2021

Sustainability

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The digitalization of societies, accelerated by the COVID-19 pandemic, is an unstoppable process. This paper seeks to answer the question: what post-COVID-19 digital competences are needed for a sustainable society? It also aims to analyze the digitalization processes in education for shaping a sustainable digital society. A bibliographic search was performed on some of the most relevant international databases of scientific literature and the selected documents were analyzed through a content analysis. It is concluded that digital education has experienced a strong increase, reinforced by COVID-19, shaping the digital presence in all dimensions of life. However, it is not sufficient to assume that the new generations are naturally engaged in and can master digital social sustainability. The results demonstrate the importance of literacy and the unavoidable promotion of sustainability in a digital society. However, this digitalization of the educational process poses several challenges: it requires both software and hardware conditions, as well as digital literacy as a result of a complex of literacies. It also implies that teachers and students change their standpoints and practices with the attainment of new teaching and learning competences in order to fight the digital divide and to foster the widest possible social inclusion for the promotion of sustainable society—digitainability.

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Incidence of Gender in the Digital Competence of Higher Education Teachers in Research Work: Analysis with Descriptive and Comparative Methods

Cited by 33 publications

References 50 publications

Occupational Risk of Technostress Related to the Use of ICT among Teachers in Spain

Occupational Risk of Technostress Related to the Use of ICT among Teachers in Spain

Bibliometric Analysis on Research Trends of Digital Literacy in Higher Education from 2012 to 2021

Digitainability—Digital Competences Post-COVID-19 for a Sustainable Society

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