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The Teaching Digital Competence of Health Sciences Teachers. A Study at Andalusian Universities (Spain)

Author

Listed:
  • Julio Cabero-Almenara

    (Department of Teaching and Educational Organization, University of Seville, 41013 Seville, Spain)

  • Julio Barroso-Osuna

    (Department of Teaching and Educational Organization, University of Seville, 41013 Seville, Spain)

  • Juan-Jesús Gutiérrez-Castillo

    (Department of Teaching and Educational Organization, University of Seville, 41013 Seville, Spain)

  • Antonio Palacios-Rodríguez

    (Department of Teaching and Educational Organization, University of Seville, 41013 Seville, Spain)

Abstract

The impact and benefit that information and communication technologies (ICT) have in the educational field require new teaching skills. This fact has been increased by the recent crisis caused by COVID-19. This study tries to investigate the level of digital teaching competence (DTC) of Higher Education teachers of Health Sciences, and its relationship with several variables. For this, it has the participation of 300 teachers from the 9 universities of Andalusia (Spain). The research is structured through a descriptive (RQ1) and inferential (RQ2) design. The answers given to the DigCompEdu Check-In questionnaire adapted to the Spanish context are analyzed. The results, which show high levels of reliability of the questionnaire (Cronbach and McDonald) and validity (CFA), indicate that the level of competence is basic-intermediate. In addition, the area in which teachers excel is digital resources. For this reason, it is proposed to structure personalized training plans and continue expanding the characteristics of this study at an international level.

Suggested Citation

  • Julio Cabero-Almenara & Julio Barroso-Osuna & Juan-Jesús Gutiérrez-Castillo & Antonio Palacios-Rodríguez, 2021. "The Teaching Digital Competence of Health Sciences Teachers. A Study at Andalusian Universities (Spain)," IJERPH, MDPI, vol. 18(5), pages 1-13, March.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:5:p:2552-:d:510361
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    References listed on IDEAS

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    1. Kewman M. Lee & Sohee Park & Bong Gee Jang & Byeong-Young Cho, 2019. "Multidimensional Approaches to Examining Digital Literacies in the Contemporary Global Society," Media and Communication, Cogitatio Press, vol. 7(2), pages 36-46.
    2. Rosalía Romero-Tena & Raquel Barragán-Sánchez & Carmen Llorente-Cejudo & Antonio Palacios-Rodríguez, 2020. "The Challenge of Initial Training for Early Childhood Teachers. A Cross Sectional Study of Their Digital Competences," Sustainability, MDPI, vol. 12(11), pages 1-17, June.
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    Cited by:

    1. Camilo A. Velandia Rodriguez & Andres F. Mena-Guacas & Sergio Tobón & Eloy López-Meneses, 2022. "Digital Teacher Competence Frameworks Evolution and Their Use in Ibero-America up to the Year the COVID-19 Pandemic Began: A Systematic Review," IJERPH, MDPI, vol. 19(24), pages 1-16, December.
    2. Karla Lobos & Rubia Cobo-Rendón & Diego García-Álvarez & Jorge Maldonado-Mahauad & Carola Bruna, 2023. "Lessons Learned from the Educational Experience during COVID-19 from the Perspective of Latin American University Students," Sustainability, MDPI, vol. 15(3), pages 1-20, January.
    3. Sónia Rolland Sobral & Natacha Jesus-Silva & Abílio Cardoso & Fernando Moreira, 2021. "EU27 Higher Education Institutions and COVID-19, Year 2020," IJERPH, MDPI, vol. 18(11), pages 1-15, June.
    4. Ruyi Lin & Juan Chu & Lizi Yang & Ligao Lou & Huiju Yu & Junfeng Yang, 2023. "What are the determinants of rural-urban divide in teachers’ digital teaching competence? Empirical evidence from a large sample," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-12, December.

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