Digital teaching competence. Comparative analysis between two Peruvian public universities
DOI:
https://doi.org/10.26439/contratexto2026.n45.8621Keywords:
digital literacy, comparative analysis, teacher digital competence, communication, higher educationAbstract
To promote change in university teaching, access to technology is not enough; the development of Digital Teaching Competence (DTC) is key. In Peru, as in Latin America, there are significant socio-educational differences that condition university activity. Using the Human Development Index (HDI) as a criterion, this study compares the level of DTC among teachers at two Peruvian public universities located in unequal socioeconomic contexts, with very different HDIs (Lima and Apurímac). The question posed is: are there significant differences between the level of self-perceived DTC among universities located in regions with different HDIs? A CDD questionnaire—consisting of 22 items grouped into six areas—was administered to 205 teachers, and statistical analysis shows that both groups of teachers exhibit similarities in terms of access and connection time, a medium-high level of self-perception, and a low level of self-perception. However, where there are statistically significant differences between the two groups of teachers is in the use of various channels of communication with students and fellow teachers. It appears that the disparate context is not a factor that explains major differences in the development of CDD, except for those related to teacher communication.
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