Digital skills of university professors in the 21st century: an assessment in the Mexican context

Abstract

The integration of technologies in higher education is a challenge, requiring the development of digital teaching skills. This article analyzes the level of digital skills among faculty at a private university in Mexico. It uses a quantitative correlational study with an instrument based on the DigCompEdu framework. The results indicate that teachers are at the integrator level, where greater empowerment and development of students' digital skills is associated with greater digital competence on the part of teachers. It concludes that it is important to create specific strategies to advance toward the pioneer level, which contributes to quality education.