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Development of the Teacher Digital Competence Validation of DigCompEdu Check-In Questionnaire in the University Context of Andalusia (Spain)

Author

Listed:
  • Julio Cabero-Almenara

    (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)

  • Julio Barroso-Osuna

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

Abstract

We are currently witnessing a moment in history in which sustainable education practices are being principally modified by the proliferation of technologies and their wider use in every level of society, which makes necessary their integration into education contexts. This is found in the crosshairs of different institutions, which propose a series of competency frameworks, such as DigCompEdu. This framework provides suggestions for the competences that educators should be trained on under pedagogic-didactic criteria. The present work intends to measure the reliability and validity of the questionnaire DigCompEdu Check-In with the participation of 2262 professors from different public Andalusian universities. The known-groups method was utilized to elucidate if the tool is able or not to discriminate different variables of interest between known groups. The study reveals that the instrument has high indices of reliability, globally, and in the different dimensions that comprise it. Furthermore, it verifies that the instrument is sufficiently robust to discriminate the subjects who are clearly differentiated by variables related with technology. Along this line, the recommendation is given to continue working on the creation of new instruments focused on the mastery of this competency.

Suggested Citation

  • Julio Cabero-Almenara & Juan-Jesús Gutiérrez-Castillo & Antonio Palacios-Rodríguez & Julio Barroso-Osuna, 2020. "Development of the Teacher Digital Competence Validation of DigCompEdu Check-In Questionnaire in the University Context of Andalusia (Spain)," Sustainability, MDPI, vol. 12(15), pages 1-14, July.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:15:p:6094-:d:391406
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    References listed on IDEAS

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    2. Núñez-Canal, Margarita & de Obesso, Mª de las Mercedes & Pérez-Rivero, Carlos Alberto, 2022. "New challenges in higher education: A study of the digital competence of educators in Covid times," Technological Forecasting and Social Change, Elsevier, vol. 174(C).
    3. de Obesso, Maria de las Mercedes & Núñez-Canal, Margarita & Pérez-Rivero, Carlos Alberto, 2023. "How do students perceive educators' digital competence in higher education?," Technological Forecasting and Social Change, Elsevier, vol. 188(C).
    4. Naiara Bilbao & Urtza Garay & Ainara Romero & Arantzazu López de la Serna, 2021. "The European Competency and the Teaching for Understanding Frameworks: Creating Synergies in the Context of Initial Teacher Training in Higher Education," Sustainability, MDPI, vol. 13(4), pages 1-14, February.
    5. Lorena Martín-Párraga & Carmen Llorente-Cejudo & Julio Barroso-Osuna, 2023. "Self-Perception of Digital Competence in University Lecturers: A Comparative Study between Universities in Spain and Peru According to the DigCompEdu Model," Societies, MDPI, vol. 13(6), pages 1-14, June.
    6. Rosabel Roig-Vila & Paz Prendes-Espinosa & Mayra Urrea-Solano, 2020. "Problematic Smartphone Use in Spanish and Italian University Students," Sustainability, MDPI, vol. 12(24), pages 1-18, December.

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