University Teachers’ Digital Competence: A Case Study from Portugal

Sara Dias-Trindade () and Cristina Albuquerque ()
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Sara Dias-Trindade: Centre for Interdisciplinary Studies, University of Coimbra, 3000-186 Coimbra, Portugal
Cristina Albuquerque: Centre for Interdisciplinary Studies, University of Coimbra, 3000-186 Coimbra, Portugal

Social Sciences, 2022, vol. 11, issue 10, 1-17

Abstract: It has become increasingly important to train for an educational culture that makes use of digital technology to enhance its practices. Frameworks such as DigCompEdu enable identification of weaknesses and areas which require more training. This paper presents the results of a case study with 249 participants from a Portuguese University examining differences in the digital competence of teachers according to gender, age, faculty and experience. Based on the data obtained, it was found that there were no significant differences and that it was, therefore, more important to consider training for digital empowerment according to the different areas of the DigCompEdu framework and to address weaknesses found in each of these areas.

Keywords: digital competence; higher education; DigCompEdu; teacher training (search for similar items in EconPapers)
JEL-codes: A B N P Y80 Z00 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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