Assessment of digital skills proficiency in the training process of bachelor's degree students: perception of academics in the education area at UAT.

Abstract

Given the advancements in digital technologies over the last two and a half decades, it has become imperative for educators to develop their digital competence as a requirement in 21st-century teaching roles. This study presents findings from research conducted at the Universidad Autonoma de Tamaulipas, involving 63 educators from three academic programs: Licenciado en Tecnología Educativa, Licenciado en Ciencias de la Educación y Licenciado en Educación Artística. It examines the digital teaching competence within the professional training processes of students with educational graduation profiles. The results show that faculty perception regarding their proficiency in digital competence to promote the appropriate use of digital resources in content planning and development, assessment of learning, and fostering students' digital competence, falls within a moderate to moderately high level. Meanwhile, in terms of digital pedagogy competence, they perceive themselves to be at a moderately high to high level. This indicates that in the teaching-learning processes, faculty members comprehensively use digital competencies, thereby fostering their students' development.