Digital competence of higher education professor according to DigCompEdu. Statistical research methods with ANOVA between fields of knowledge in different age ranges

• Published in: Education and information technologies Vol. 26; no. 4; pp. 4691 - 4708
• Main Authors: Cabero-Almenara, Julio, Guillén-Gámez, Francisco D., Ruiz-Palmero, Julio, Palacios-Rodríguez, Antonio
• Format: Journal Article
• Language: English
• Published: New York Springer US 01-07-2021; Springer; Springer Nature B.V
• Subjects: Analysis; College teachers; Computer Appl. in Social and Behavioral Sciences; Computer Science; Computers and Education; Digital literacy; Education; Education, Higher; Educational Technology; Higher education; Information Systems Applications (incl.Internet); Methods; Research methodology; Social sciences; User Interfaces and Human Computer Interaction; Spain; Digital competence; Professors; Fields; ANOVA; educational research methods; Higher education
• ISSN: 1360-2357; 1573-7608
• DOI: 10.1007/s10639-021-10476-5

The tasks of the university educators must be linked to the digital demands posed by the more sophisticated professions of the twenty-first century. Faced with this panorama, the objective of this study is to examine and compare the degree of digital competence of Higher Education educators from different fields of knowledge and different age ranges according to the DigCompEdu framework. A non-probabilistic ex post facto sampling was utilized with 2180 university professors from Andalusia (Spain). The main results of the study provide evidence of an intermediate level of digital competence, for men and women. More specifically, the male professors in Architecture and Judicial & Social Sciences, younger and older than 40, possessed a higher level, as compared to the other fields. For the female professors, the highest level was found once again in Judicial and Social Sciences, in this case for both age ranges, without a clear trend found for the rest of the fields. For each dimension of the DigCompEdu instrument, the level of competence follows the same trend with respect to the overall level. More research is recommended to validate these preliminary results, as well as the development of training lines of action that are specific and adapted to each field of knowledge.