Teacher digital competencies: perspectives and challenges for higher education

Abstract

Objective: To carry out an analysis of the perspectives and challenges in the development of digital competencies for teachers in Higher Education, highlighting the importance of comprehensive training that goes beyond the mere use of technological tools. Design/Methodology/Approach: A mixed methodology will be used, combining quantitative and qualitative approaches to analyze previous research, identify factors such as lack of time and resources, and evaluate the efficient integration of ICT in teaching and learning processes in Higher Education. Results/Discussion: It is expected to obtain numerical and statistical data, as well as in-depth information on the digital competencies of teachers in Higher Education. Challenges in the development of these competencies will be identified, such as the lack of training and the need for further integration of ICT in teaching. Conclusions: The conclusions reveal a growing interest in the topic of digital competencies for teachers in Higher Education, as well as the importance of continuous training in this field. International collaboration among researchers, the need for a common criterion in the classification of digital competencies, and the importance of self-perception tests and certification are highlighted. Originality/Value: This study provides a holistic view of the development of digital competencies for teachers in Higher Education, emphasizing the importance of comprehensive training and effective integration of ICT in educational processes. The findings imply the need to establish consensus and clear definitions regarding teachers' digital competencies.