Conferencias en línea y competencia digital docente: Perspectivas desde un estudio basado en DigCompEdu
DOI:
https://doi.org/10.36097/rsan.v1i65.3737Palabras clave:
Competencia digital, Conferencias en línea, DigCompEdu, Educación superior, Innovación docenteResumen
Este estudio examina el papel de la participación en conferencias en línea en la mejora de la competencia digital de los docentes universitarios y su impacto en la innovación docente y el desarrollo profesional. Se empleó un diseño cuantitativo transversal con 500 docentes universitarios en activo de universidades públicas y privadas en Pakistán. Los datos se recopilaron mediante un instrumento de encuesta estructurado y se analizaron a través de Análisis Factorial Exploratorio (EFA), Análisis Factorial Confirmatorio (CFA) y Modelado de Ecuaciones Estructurales (SEM). También se realizó un análisis SEM multigrupo para examinar las diferencias entre universidades públicas y privadas. Los resultados indican que la participación en conferencias (β = .29, p < .001), el apoyo institucional (β = .24, p < .001) y la autoeficacia (β = .38, p < .001) predicen significativamente la competencia digital. A su vez, la competencia digital predice fuertemente la innovación docente (β = .71, p < .001) y el impacto profesional percibido (β = .48, p < .001). El análisis de bootstrapping confirmó además un efecto indirecto significativo de la participación en conferencias sobre el impacto profesional a través de la competencia digital (β = .14, p < .001). Los hallazgos destacan la importancia del apoyo institucional y de los ecosistemas de aprendizaje profesional para fortalecer la competencia digital del profesorado y fomentar una transformación digital sostenible en las universidades.
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Derechos de autor 2026 Shahid Rafiq, Ayesha Afzal, Fariha Gul
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
