Digital competence in neouniversity students in teacher training courses at an Ecuadorian university
Abstract
The development of digital competences is an unavoidable responsibility of educational institutions due to its relevance for the progress of societies. Based on the DigComp 2.1 model, the study aimed to characterise the levels of self-perception of digital competence in new university students in teacher training courses at an Ecuadorian university. The methodology used is quantitative with a non-experimental and descriptive approach, for data collection an ad hoc questionnaire was designed and subjected to evaluation by expert judgement. The population studied was made up of new university students in teacher training courses. The general results showed average levels of self-perception of digital competence among the participants; however, in some of the competences and indicators surveyed, levels between medium and low were obtained. These elements were analysis and critical contribution of digital information, creation of digital content, management of network profiles, digital security and problem solving. The conclusion is that the areas of digital competence with lower levels of self-perception need to be strengthened and that aspects such as previous training and educational policies have an impact on this self-perception. In view of this, it is important to guide, from formal education, the so-called digital natives in the appropriate development of their digital competences.
Downloads
References
Alastor, E., Guilén-Gámez, F. D. y Ruiz-Palmero, J. (2024). Competencia digital del futuro docente de Educación Infantil y Primaria: un estudio por comparaciones múltiples. Revista Latinoamericana de Tecnología Educativa - RELATEC, 23(1), 9-24. https://doi.org/10.17398/1695-288X.23.1.9
Alharbi, T. y Tassaddiq, A. (2021). Assessment of Cybersecurity Awareness among Students of Majmaah University. Big Data Cogn. Comput., 5, 23. https://doi.org/10.3390/bdcc5020023
Alonso-García, S., Victoria-Maldonado, J. J., Martínez-Domingo, J. A. y Berral-Ortiz, B. (2024). Analysis Of Self-Perceived Digital Competences In Future Educators: A Study At The University Of Granada. Journal of Technology and Science Education, 14(1). https://doi.org/10.3926/jotse.2521
Calderón, D., Sanmartín Ortí, A. y Kuric, S. (2022). Self-confidence and digital proficiency: Determinants of digital skills perceptions among young people in Spain. First Monday, 27(4). https://doi.org/10.5210/fm.v27i4.12566
Cañete-Estigarribia, D. L. y Castillo-Vega, J. M. (2023). Necesidades formativas en competencia digital del profesorado de instituciones educativas de Paraguay . RECIE. Revista Caribeña de Investigación Educativa, 7(1), 143-161. https://doi.org/10.32541/recie.2023.v7i1.pp143-161
Cañete-Estigarribia, D. L., Torres-Gastelú, C. A., Lagunes-Domínguez, A. y Gómez-García, M. (2021). Instrumento de autopercepción de competencia digital para futuros docentes. Pädi Boletín Científico de Ciencias Básicas e Ingenierías del ICBI, 9(Especial), 85-93. https://doi.org/10.29057/icbi.v9iespecial.7488
Casal-Otero, L., Mariño-Fernández, R., Barreira-Cerqueiras, E. M. y Fernández-de-la-Iglesia, J. del C. (2022). La competencia digital de los futuros docentes de formación profesional: usos y actitudes que determinarán sus prácticas de enseñanza. RiiTE Revista Interuniversitaria de Investigación en Tecnología Educativa, 12, 113-126. https://doi.org/10.6018/riite.522191
Castillejos-López, B. (2019). Gestión de información y creación de contenido digital en el prosumidor millennial. Apertura, 11(1), 24-39. https://doi.org/http://dx.doi.org/10.32870/Ap.v11n1.1375 Gestión
Deckert, J. y Wilson, M. (2023). Descriptive Research Methods. En T. Welsh, J. P. Ambegaonkar, & L. Mainwaring (Eds.), Research Methods in the Dance Sciences (pp. 153-165). University Press of Florida. https://doi.org/10.5744/florida/9780813069548.003.0011
Dewi Nooorrizki, R., Abadi, D., Sri Wahyu Siwi, N., Sa’id, M., Yuni Mantara, A. y Ramadhani, F. (2022). Factors Affecting Digital Literacy in Young Adults. KnE Social Sciences, 2022. https://doi.org/10.18502/kss.v7i18.12396
Erendor, M. E. y Yildirim, M. (2022). Cybersecurity awareness in online education: a case study analysis. IEEE Access, PP, 1. https://doi.org/10.1109/ACCESS.2022.3171829
Fernández-Navas, M., Postigo-Fuentes, A. Y., Pérez-Granados, L. y Alcaraz-Salarirche, N. (2022). Cómo hacer investigación cualitativa en el área de tecnología educativa. RiiTE-Revista Interuniversitaria de Investigación en Tecnología Educativa, 13, 93-116. https://doi.org/10.6018/riite.547251
García, V. M., Méndez, V. G., Chacón, J. P. y Llin Más, J. A. R. (2024). The impact of initial and in-service training on secondary school teachers’ digital competence. Revista Fuentes, 26(1), 72-84. https://doi.org/10.12795/revistafuentes.2024.23817
García-Tudela, P. A., Prendes-Espinosa, P. y Solano-Fernández, I. M. (2021). Smart learning environments: a basic research towards the definition of a practical model. Smart Learning Environments, 8(1), 1-2. https://doi.org/10.1186/s40561-021-00155-w
Garzón-Artacho, E., Sola-Martínez, T., Romero-Rodríguez, J.-M. y Gómez-García, G. (2021). Teachers’ perceptions of digital competence at the lifelong learning stage. Heliyon, 7(7), e07513. https://doi.org/https://doi.org/10.1016/j.heliyon.2021.e07513
González-Calatayud, V., Prendes-Espinosa, M. P. y Solano-Fernández, I. M. (2022). Instrumento de análisis de la competencia de emprendimiento digital en educación superior. Revista Electrónica de Investigación y Evaluación Educativa, 28(1). https://doi.org/10.30827/relieve.v28i1.22831
González-Calatayud, V., Román-García, M. y Prendes-Espinosa, M. P. (2018). Formación en competencias digitales para estudiantes universitarios basada en el modelo DIGCOMP. Edutec. Revista Electrónica De Tecnología Educativa, 65, 1-15. https://doi.org/http://dx.doi.org/10.21556/edutec.2018.65.1119
González-Rodríguez, C. y Urbina-Ramírez, S. (2020). Análisis de instrumentos para el diagnóstico de la competencia digital. Revista Interuniversitaria de Investigación en Tecnología Educativa, 9, 1-12. https://doi.org/10.6018/riite.411101
Guevara-Otero, N., Cuevas-Molano, E., Vázquez-Cano, E. y López-Meneses, E. (2023). Analysis of predisposition in levels of individual digital competence among Spanish university students. Contemporary Educational Technology, 15(4). https://doi.org/10.30935/cedtech/13420
Haque, Md. A., Ahmad, S., Haque, S., Kumar, K., Mishra, K. y Mishra, B. (2023). Analyzing University Students’ Awareness of Cybersecurity. 2023 International Conference on Emerging Trends in Networks and Computer Communications (ETNCC), 250-257. https://doi.org/10.1109/ETNCC59188.2023.10284971
Huamán-Romaní, Y.-L., Palacios Garay, J. P., Gutierrez Gómez, E., Zata Pupuche, P. E., Fernández Atho, M. O. y Núñez Fernandez, A. (2023). Perspectives on Digital Competencies in University: What’s Ahead for Education? HUMAN REVIEW. International Humanities Review / Revista Internacional de Humanidades, 21(1), 189-200. https://doi.org/10.37467/revhuman.v21.5046
Janschitz, G. y Penker, M. (2022). How digital are ‘digital natives’ actually? Developing an instrument to measure the degree of digitalisation of university students – the DDS-Index. Bulletin of Sociological Methodology/Bulletin de Méthodologie Sociologique, 153(1), 127-159. https://doi.org/10.1177/07591063211061760
Junta de Extremadura. (2022). Plan De Competencias Digitales Para La Empleabilidad En Extremadura 2022. Marco Europeo de Competencias Digitales para la Ciudadanía - DigComp 2.1, 8 niveles de aptitud. https://www.nccextremadura.org/competenciadigital/
Liu, Z. (2023). The Digital Competence of Chinese University Students: A Survey Study. Journal of Education and Educational Research, 2(1), 35-38. https://doi.org/10.54097/jeer.v2i1.5132
Llopis Nebot, M. Á., Santágueda Villanueva, M. y Esteve Mon, F. M. (2021). Competencia digital, actitudes y expectativas hacia las tecnologías digitales. Perfil de los futuros maestros de primaria. RiiTE Revista Interuniversitaria de Investigación en Tecnología Educativa, 11, 114-130. https://doi.org/10.6018/riite.470331
LLorent-Vaquero, M., Agreda-Montoro, M. y Tallón Rosales, S. (2024). Digital Competence in University Students: A Comparison between Spain and Italy. Qwerty. Open and Interdisciplinary Journal of Technology, Culture and Education, 0(0). https://doi.org/10.30557/qw000075
Magaña, E. C., Méndez, V. G., Ariza, A. C. y Monzonís, N. C. (2023). Análisis de la competencia digital de futuros profesionales de la educación en tiempos de pandemia. Educação e Pesquisa, 49. https://doi.org/10.1590/s1678-4634202349267866esp
Mattar, J., Santos, C. C. y Cuque, L. M. (2022). Analysis and Comparison of International Digital Competence Frameworks for Education. Education Sciences, 12(12), 932. https://doi.org/10.3390/educsci12120932
Ortega-Sánchez, D., Gómez-Trigueros, I. M., Trestini, M. y Pérez-González, C. (2020). Self-perception and training perceptions on teacher digital competence (TDC) in Spanish and French university students. Multimodal Technologies and Interaction, 4(4), 1-13. https://doi.org/10.3390/mti4040074
Panos-Castro, J., bilbao, E., Arruti, A. y Carballedo, R. (2022). Self-perception of the digital competence of undergraduate students in Social Education with Ikanos | Autopercepcion de la competencia digital del alumnado del grado en Educacion Social con Ikanos. Campus Virtuales, 11(1), 51-62.
Pegalajar Palomino, M. del C. y Rodríguez Torres, Á. F. (2023). Digital literacy in university students of education degrees in Ecuador. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1299059
Pérez, L., Pérez, R. y Seca, M. V. (2020). Metodologia de la investigacion cientifica (Primera). Editorial Maipue.
Prendes-Espinosa, M. P. y Carvalho, M. A. G. (2023). Los retos de la competencia digital del profesorado iberoamericano de educación superior. Informe 2023.
Prendes-Espinosa, M. P., Solano-Fernández, I. M. y García-Tudela, P. A. (2021). EmDigital to Promote Digital Entrepreneurship: The Relation with Open Innovation. Journal of Open Innovation: Technology, Market, and Complexity, 7(1), 63. https://doi.org/10.3390/joitmc7010063
Rentería-Macias, H. J. (2021). Competencias Digitales de los Estudiantes Universitarios en Ecuador Digital Competences of University Students in Ecuador Competências digitais de estudantes universitários no Equador. Polo del Conocimiento, 6(11), 788-807. https://doi.org/10.23857/pc.v6i11.3299
Restrepo-Palacio, S. y Cifuentes, Y. de M. S. (2020). Diseño y validación de un instrumento de evaluación de la competencia digital en Educación Superior. Ensaio: Evaluación y Políticas Públicas en Educación, 28(109), 932-961. https://doi.org/10.1590/s0104-40362020002801877
Rodríguez-García, A. M., Fuentes Cabrera, A. y Moreno Guerrero, A. J. (2019). Competencia digital docente para la búsqueda , selección , evaluación y almacenamiento de la información Teaching digital competence for searching , selection , evaluation and storage of information Introducción Las tecnologías de la información y comunic. Revista Interuniversitaria De Formacion Del Profesorado-Rifop, 33(3), 235-250.
Roig-Vila, R., Losa-Arenas, J. y Cazarez-Valdiviezo, J. L. (2021). La autopercepción de la competencia digital ciudadana del alumnado universitario de educación. Revista Locus Digital, 2(1), 2697-3138. https://doi.org/http://doi.org/10.54312/2.1.3
Roig-Vila, R., Urrea-Solano, M., Alvarez-Herrero, J.-F., Merma-Molina, G., Meneses, E., Mengual, S., Pellín-Buades, N. y Monllor, E. (2021). Las Competencias Digitales del alumnado universitario desde un enfoque transversal basado en el modelo DIGCOMP. En R. Satorre-Cuerda, A. Menargues-Marcillas, R. Diez-Ros, & N. Pellin-Buades (Eds.), Memorias del Programa de Redes-I3CE de calidad, innovación e investigación en docencia universitaria.Convocatoria 2020-21 (pp. 1945-1952). Instituto de Ciencias de la Educación (Vicerrectorado de Transformación Digital) de la Universidad de Alicante.
Rubia-Avi, B. (2022). Los procesos de investigación en tecnología desde una la perspectiva mixta. RiiTE-Revista Interuniversitaria de Investigación en Tecnología Educativa, 13, 80-92. https://doi.org/10.6018/riite.546191
Sánchez-Caballé, A., Gisbert-Cervera, M. y Esteve-Mon, F. (2020). The digital competence of university students: A systematic literature review [La competencia digital de los estudiantes universitarios: una revisión sistemática de la literatura]. Aloma, 38(1), 63-74.
Silva Quiroz, J. y Aranda-Faúndez, G. (2020). Evaluación de la competencia digital en estudiantes de primer año de pedagogías en universidades públicas chilenas. En E. Colomo-Magaña, E. Sánchez-Rivas, J. Ruiz-Palmero, & J. Sánchez-Rodríguez (Eds.), La tecnología como eje del cambio metodológico (pp. 904-907). UMA editorial.
Silva Quiroz, J., Rioseco Pais, M. H. y Aranda Faúndez, G. (2023). Nivel de Competencia digital de estudiantes de primer año de formación inicial docente: una mirada desde las variables de género y centro educativo. Pixel-Bit, Revista de Medios y Educación, 68, 155-182. https://doi.org/10.12795/pixelbit.101081
Silva-Quiroz, J. y Morales-Morgado, E. M. (2022). Assessing digital competence and its relationship with the socioeconomic level of Chilean university students. International Journal of Educational Technology in Higher Education, 19(1), 1-18. https://doi.org/10.1186/s41239-022-00346-6
Solano-Fernández, I. M. (2018). Hacia un reposicionamiento de la investigación cualitativa en Tecnología Educativa. RiiTE Revista Interuniversitaria de Investigación en Tecnología Educativa, 5, 8-11. https://doi.org/10.6018/riite/2018/355271
Zhao, Y., Sánchez-Gómez, M. C., Pinto-Llorente, A. M. y Zhao, L. (2021). Digital Competence in Higher Education: Students’ Perception and Personal Factors. Sustainability, 13(21), 12184. https://doi.org/10.3390/su132112184
Copyright (c) 2024 Luis Ernesto Benavides-Sellan
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Those authors who have publications with this journal accept the following terms:
a. The authors will retain their copyright and guarantee the journal the right of first publication of their work, which will be simultaneously subject to the Creative Commons License. Non-commercial attribution 4.0 International that allows to share, copy, and redistribute the material in any medium or format and adapt, remix, transform and build on the material in the following terms:
Recognition - You must give the appropriate credit, provide a link to the license, and indicate if changes have been made. You may do so in any reasonable manner, but not in a way that suggests that the licensor or its use endorses it. Non-commercial - You cannot use the material for commercial purposes. Share under it - If you remix, transform, or create on the material, your contributions must be distributed under the same license as the original.
b. Authors may adopt other non-exclusive licensing agreements for the distribution of the published work (e.g. deposit it in an institutional telematic file or publish it in a monographic volume) whenever the initial publication in this journal is indicated.
c. Authors are allowed and encouraged to distribute their work through the Internet (e.g. in institutional telematic archives or on their website) before and during the submission process, which can produce interesting exchanges and increase citations of the published work. (See The effect of open access).
d. In any case, the Editorial Team understands that the opinions expressed by the authors are their exclusive responsibility.
