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University Teachers’ Digital Competence: A Case Study from Portugal

Author

Listed:
  • Sara Dias-Trindade

    (Centre for Interdisciplinary Studies, University of Coimbra, 3000-186 Coimbra, Portugal)

  • Cristina Albuquerque

    (Centre for Interdisciplinary Studies, University of Coimbra, 3000-186 Coimbra, Portugal)

Abstract

It has become increasingly important to train for an educational culture that makes use of digital technology to enhance its practices. Frameworks such as DigCompEdu enable identification of weaknesses and areas which require more training. This paper presents the results of a case study with 249 participants from a Portuguese University examining differences in the digital competence of teachers according to gender, age, faculty and experience. Based on the data obtained, it was found that there were no significant differences and that it was, therefore, more important to consider training for digital empowerment according to the different areas of the DigCompEdu framework and to address weaknesses found in each of these areas.

Suggested Citation

  • Sara Dias-Trindade & Cristina Albuquerque, 2022. "University Teachers’ Digital Competence: A Case Study from Portugal," Social Sciences, MDPI, vol. 11(10), pages 1-17, October.
    • Handle: RePEc:gam:jscscx:v:11:y:2022:i:10:p:481-:d:943290
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    References listed on IDEAS

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    1. Qian Wang & Michael Myers & David Sundaram, 2013. "Digital Natives and Digital Immigrants," Business & Information Systems Engineering: The International Journal of WIRTSCHAFTSINFORMATIK, Springer;Gesellschaft für Informatik e.V. (GI), vol. 5(6), pages 409-419, December.
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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.

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