Self-Assessment of Digital Competence for Educators: a Brazilian Study with University Professors

• Autor(a) principal: Santo, Eniel do Espírito
• Data de Publicação: 2022
• Outros Autores: Dias-Trindade, Sara, Reis, Rafaela Santos dos
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Research, Society and Development
• Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/30725
• topic: Competências Digitais dos Professores; DigCompEdu; Tecnologias Digitais; Educação Superior; Ensino.; Digital competence of educators; DigCompEdu; Digital technologies; Higher Education; Teaching.; Competencias Digitales del Profesorado; DigCompEdu; Tecnologías Digitales; Educación Superior; Enseñanza.

Educators' digital competence is essential for the promotion of teaching strategies concatenated with the digital society's demands. The aim of this study is to analyze the digital competence of 39 university professors in Santo Amaro, Bahia State, Brazil, pointing out formation paths for development of educational practices able to promote learning in digital environments. It is configured as an exploratory and descriptive research, with a quantitative approach, using the self-assessment scale from Digital Competence of Educators (DigCompEdu). Out of the 39 responding university teachers, 18 were of the female gender (46.2%) and 21 male gender (53.8%), with ages varying between 25 and 62 years. The results related to the different scopes revealed a mean value (44 points) that locates the participating educators in level B1 (integrator), close to level B2 (which begins with 48 points). The professors surveyed revealed gaps at the digital competence related with the role of the online reflective practice; application of digital technologies in the teaching and learning process and assessment practices with the support of digital technologies; indicating the need for continuing professor education in order to mitigate the evidenced gaps.