Determinants of Faculty Digital Competence Development in Higher Education: From Instrumental Integration to Techno-Pedagogical Appropriation in the Post-Pandemic Era
DOI:
https://doi.org/10.61799/2216-0388.1987Keywords:
Digital competence; teachers; professional development; higher education; pedagogical innovation; information and communication technologies.Abstract
The present study aimed to characterize the level of digital competencies of the faculty of the Faculty of Business Sciences at the Universidad Francisco de Paula Santander, Cúcuta – Colombia, in the post-pandemic period, based on the Ministry of National Education ICT Competency Framework (2013), to identify gaps and guide professional development. An applied study with a quantitative-descriptive approach and qualitative support was conducted, involving 45 professors (90% of the population). A validated questionnaire (α=0.89) was used, operationalizing five dimensions (technological, pedagogical, communicative, management, and research) mapped to the Exploration–Integration–Innovation stages, analyzing the data with descriptive statistics and bivariate tests (p<0.05). The results showed a global predominance of the Integration level (72%), with technological and communicative strengths (use of LMS –PLAD, office software, videoconferencing), but with lags in the pedagogical (low adoption of active methodologies) and research (limited production) dimensions, in addition to low incorporation of advanced disciplinary tools (Enterprise Resource Planning Systems, Business Intelligence, simulation). A negative age gradient (r=−0.45) and favorable effects of specific training and full-time faculty status were observed. It is concluded that functional digital literacy exists but is insufficient for sustained pedagogical innovation, proposing a staggered institutional strategy that includes disciplinary professional development with mentoring, infrastructure and licensing updates, and incentives for digital leadership, all monitored with indicators to guide the transition from instrumental use to the transformative appropriation of ICT.
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