La competencia digital y la autoeficacia en docentes de educación superior, el rol de las variables de edad y género
DOI:
https://doi.org/10.31637/epsir-2025-1413Palabras clave:
Autoeficacia, Competencia Digital Autopercibida, Docencia, Edad, GéneroResumen
Introducción: Este manuscrito analiza datos recopilados de estudiantes del Magíster en Docencia en Educación Superior de la Universidad Andrés Bello, Chile. La revolución tecnológica ha transformado la educación superior, destacando su relevancia durante la pandemia de COVID-19. Metodología: La investigación cuantitativa comparó la autoeficacia y la competencia digital percibida entre 333 egresados del programa, evaluando su confianza en la capacidad para realizar tareas tecnológicas y su percepción de competencias digitales. Resultados: Los resultados revelaron una correlación positiva significativa entre la autoeficacia y la percepción de competencia digital, sin que el género ni la edad moderaran estos efectos. Discusión: El estudio destaca la importancia de fortalecer la autoeficacia en los programas de formación docente, mejorando las competencias digitales de los educadores y su capacidad para adaptarse a los cambios educativos contemporáneos. Conclusiones: Es crucial integrar el desarrollo de la autoeficacia en la formación docente, capacitando a los educadores en el uso de tecnologías digitales para una enseñanza más efectiva y adaptativa.
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