The Development of Digital Teaching Competence at the Autonomous University of Querétaro, México

Abstract

This paper aims to understand the perception of the levels of Digital Teaching Competence of the faculty of the Autonomous University of Querétaro (UAQ), Mexico. The theoretical sources for this paper are the approaches of Krumsvik (2011), Lázaro-Cantabrana, Gisbert-Cervera and Silva-Quiroz (2018), and Verdú-Pina et al. (2023). Building upon these sources, the authors highlight the increased knowledge and skills that allow teachers to incorporate Information and Communication Technologies (ICT) for relevant pedagogical purposes. The research assumed a quantitative, transversal, non-experimental, and descriptive approach. The technique for data collection consisted of a survey applied to a non-probabilistic convenience sample of 350 active teachers out of a total of 2,280 (confidence level of 97.5% and an admissible error of 9.8%). The authors used a COMDID-A instrument based on the Rubric to evaluate the CDD in the Latin American context, designed by Lázaro-Cantabrana, Gisbert-Cervera, and Silva-Quiroz (2018), which was sent massively via email and systematized by the Arget group of the Department of Pedagogy of the Rovira i Virgili University of Tarragona, Spain (ARGET, 2020). The data analysis was carried out using Excel and SPSS software. The results show that teachers have varying degrees of CDD development that, on average, place them in a medium level, with a predominance of didactic skills and notable deficiencies in the ethical and safety dimension. The training actions that may be derived from these results must consider a degree of flexibility that allows for a response that considers the diverse needs of these teachers.