Academic Journal
Competencia digital autopercibida en docentes universitarios bolivianos: un análisis de clúster.
| Τίτλος: | Competencia digital autopercibida en docentes universitarios bolivianos: un análisis de clúster. (Spanish) |
|---|---|
| Alternate Title: | Self-perceived digital competence among Bolivian university faculty: a cluster analysis. (English) |
| Συγγραφείς: | Saavedra Romero, Pedro Cesar, Iglesias-Soilán, Manuel, García-Rebato, Macarena, Arauco Urzagaste, Mónica |
| Πηγή: | Eduweb; jul-sep2025, Vol. 19 Issue 3, p9-21, 13p |
| Θεματικοί όροι: | Digital transformation, University faculty, Cluster analysis (Statistics), Virtual classrooms, Digital literacy, Self-perception, Professional education, Educators |
| Γεωγραφικοί όροι: | Bolivia |
| Abstract (English): | The digital transformation, accelerated by the pandemic and the rise of artificial intelligence, demands that educators develop digital competencies that go beyond basic technological use. This quantitative, descriptive, and cross-sectional study was conducted with 74 faculty in Bolivia, aiming to examine their self-perceived digital competence, the challenges they identified, and their attitudes toward digital teaching. An ad hoc instrument was employed, and data were analyzed using descriptive statistics, mean difference tests, and cluster analysis. Participants reported a high self-perception of digital competence and generally positive attitudes. However, a range of challenges emerged, with lack of resources and connectivity standing out as major obstacles. A notable finding was that more experienced instructors (> 11 years) reported greater technological difficulties. The cluster analysis revealed three distinct profiles: "advanced and confident users," "intermediate users with specific challenges," and "low-skilled and hesitant users." The observed heterogeneity highlights the need for differentiated training programs tailored to each cluster profile. While the study is limited by its cross-sectional design and reliance on self-perception, the findings offer valuable insights for designing targeted professional development strategies that foster more inclusive and effective digital teaching. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | La transformación digital, acelerada por la pandemia y el auge de la inteligencia artificial, demanda una competencia digital docente que trascienda el uso instrumental de la tecnología. Este estudio cuantitativo, descriptivo y transversal se llevó a cabo con 74 docentes universitarios en Bolivia, con el objetivo de explorar su autopercepción de competencia digital, las problemáticas identificadas y sus actitudes hacia la enseñanza digital. Se empleó un instrumento ad hoc, y los datos fueron analizados mediante estadísticos descriptivos, pruebas de diferencias de medias y análisis de clúster. Los participantes manifestaron una elevada autopercepción de competencia digital y actitudes mayoritariamente positivas. No obstante, se evidenciaron problemáticas diversas, siendo la falta de recursos y conectividad uno de los principales desafíos. Un hallazgo destacable fue que los docentes con mayor antigüedad (> 11 años) percibieron mayores dificultades tecnológicas. El análisis de clúster permitió identificar tres perfiles diferenciados: "usuarios avanzados y seguros", "usuarios intermedios con desafíos específicos" y "usuarios con bajas habilidades y reticencia". La heterogeneidad observada subraya la necesidad de programas de formación y acompañamiento diferenciados, adaptados a cada perfil de clúster. Aunque el estudio presenta limitaciones, sus resultados aportan orientaciones relevantes para el diseño de estrategias formativas que promuevan una docencia digital más inclusiva y eficaz. [ABSTRACT FROM AUTHOR] |
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| Βάση Δεδομένων: | Complementary Index |
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