The role of digital teaching skills in the contemporary university
DOI:
https://doi.org/10.62452/8reb2p79Keywords:
Digital skills, educational innovation, digital literacy, digital pedagogyAbstract
This article analyzes the fundamental role of digital teaching competencies in contemporary universities, highlighting that technological transformation has radically altered teaching, learning, and research processes. It emphasizes that digital competence is not limited to the technical use of tools but rather entails a set of skills, knowledge, attitudes, and values that enable teachers to integrate technology in a critical, ethical, and pedagogical manner. Models such as DigCompEdu and the HeDiCom Framework highlight six key areas, including digital pedagogy, student empowerment, assessment, resource creation, and academic leadership, establishing international standards adaptable to local contexts. The article emphasizes that these competencies facilitate active methodologies, such as project-based learning, the flipped classroom, and collaborative learning, promoting student motivation, personalized learning, and educational inclusion. It also points out that the pandemic highlighted gaps in digital literacy, infrastructure, and access, but also generated opportunities to rethink university teaching and strengthen communities of teaching practice. The integration of emerging technologies such as artificial intelligence, learning analytics, and immersive environments requires a thoughtful, strategic, and ethical approach that considers data protection, equity, and information reliability. Finally, it is concluded that the systematic development of digital competencies, supported by institutional policies, ongoing training, and academic leadership, is an essential requirement for ensuring educational quality, pedagogical innovation, and the development of critical and competent citizens in digital environments.
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