Digital Competence and Teaching Practice in Virtual Classes for the Adult Segment of a private University (#1499)

Authors

Abanto Buitron, Shirley Juliane

Abstract

The purpose of the study was to determine the relationship between digital competence and teaching practice in virtual classes for adults in a private university during 2024, aligning with SDG 4 (Quality Education) of the 2030 Agenda. The research was of a basic descriptive type, with mixed approach and sequential correlational-explanatory design. The population consisted of 485 teachers from a private university, selecting a probabilistic sample of 216 teachers. Validated questionnaires were used: “DigCompEdu Check-In” for digital competence, with 22 items and six dimensions, and another with 28 items for teaching practice. In addition, focus groups, observation and documentary analysis were used. Spearman's correlation analysis showed a moderate positive correlation (0.585, p<0.01) between both variables, showing that the greater the digital competence, the better the teaching performance. It was concluded that strengthening digital competence in teachers contributes to higher quality pedagogical practice, identifying opportunities in the use of interactive tools and collaborative methodologies.