Digital competence in engineering: gap between institutional-policy and teaching practice (#631)

Authors

Rodriguez Armas, Angela Fremiot

Cachay Salcedo, Silvia Mabel

Salcedo Dávalos, Rosa Amable

Claros Aguilar De Larrea, Violeta

Torres Moya, Pamela Maidolly

Campos Contreras, Luis Fernando

Rodriguez Chamorro, Shirley Lilette

Abstract

Abstract– Purpose: This study addresses the digital competence of engineering education teachers, evaluating the relationships between the institutional framework and teaching practices in the field of Peruvian higher education. It is a quantitative, descriptive-analytical, non-experimental, and cross-sectional design applied to a sample of 212 engineering program teachers. The results highlight a structural gap between teachers' measured recognition of the institutional framework for this competency (M=4.019) and the viability of available resources (M=2.736). At the end of the teaching practices referred to, the averages awarded to the dimensions of training and updating (M=4.409), methodological use (M=4.291), and collaboration (M=4.216) indicated favorable levels. Statistically significant, albeit moderate, correlations (ρ=0.144 to 0.214, p<.05) were found between the context and the dimensions. No differences were found between years of experience. It is established that the institutional framework is a facilitating factor, but not a determining one, in teaching competence. There is also evidence of a disconnect between declarative regulatory structures and the material conditions of implementation, with impacts on SDG 4 and SDG 9.