The study “Assessing Teacher Digital Competence” offers an in-depth analysis of the development level of digital skills among university faculty, using the Universidad Nacional de Chimborazo (Ecuador) as a case study.
Grounded in the COMDID A conceptual framework, the research not only measures Teaching Digital Competence (TDC) across key dimensions, but also examines its relationship with variables such as academic qualifications, faculty affiliation, and type of employment contract.
This descriptive–correlational, cross-sectional study reveals that only 39% of faculty members surpass the intermediate level, highlighting the considerable room for strengthening these competencies within the university context.
One of the most noteworthy findings is that, although most educators display an intermediate TDC, significant differences emerge in relation to academic field, possession of a doctoral degree, and the specific program in which they teach.
Confirmatory factor analysis and correlation tests unexpectedly show that adjunct professors are perceived as more digitally competent than tenured ones. Furthermore, positive correlations between the various TDC dimensions confirm that progress in one area positively influences the others, reinforcing the need for holistic, well-structured professional development programs.
In terms of implications, the article underscores that digital transformation in higher education goes beyond merely incorporating technology; it requires sustained, context-sensitive training strategies tailored to institutional realities. Effective integration of digital technologies demands not only technical skills, but also a critical and pedagogical approach that fosters students’ digital literacy.
Accordingly, the study envisions the consolidation of continuous training policies, recognition through certifications, and the personalization of professional development initiatives as key pathways to bridging existing gaps and advancing toward a teaching profile capable of leading high-quality digital learning environments.
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How to Cite: Cisneros-Barahona, A. S., Marqués-Molías, L., Samaniego-Erazo, G. N., & Mejía-Granizo, C. M. (2024). Assessing Teacher Digital Competence. An analysis integrating descriptive, inferential, and multivariate perspectives. RIED-Revista Iberoamericana de Educación a Distancia, 27(2), 185–221. https://doi.org/10.5944/ried.27.2.39122