INFLUENCIA DE LA COMPETENCIA DIGITAL DOCENTE Y EL LOGRO DE LA COMPETENCIA TIC EN ESTUDIANTES DE EDUCACIÓN SECUNDARIA
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Abstract
El objetivo de esta investigación es analizar la relación entre las competencias digitales de los docentes de educación secundaria y el nivel de logro de la competencia digital en estudiantes de instituciones de Educación Básica Regular en la región de Tacna, Perú, en el contexto postpandemia. Se adopta una metodología mixta, combinando enfoques cuantitativos y cualitativos. Para la fase cuantitativa, se encuestó a 669 docentes, mientras que la fase cualitativa incluyó entrevistas a 100 docentes con el propósito de profundizar en las experiencias vividas durante la transición de la educación remota a la presencialidad entre 2021 y 2023. Los resultados evidencian que la mayoría de los docentes se ubica en un nivel intermedio de competencia digital, categorizados entre los niveles integrador y experto. Sin embargo, se detectan importantes limitaciones para la integración sistemática de herramientas digitales en el aula, atribuibles a desigualdades en el acceso a la tecnología, deficiencias en conectividad y carencias en políticas nacionales orientadas al desarrollo profesional docente. Aunque se ha observado cierta mejora en infraestructuras y equipamiento tras la pandemia, persisten obstáculos significativos para la universalización del uso de TIC. Las entrevistas cualitativas refuerzan la necesidad de formación continua y mayor respaldo institucional. Se concluye que existe una relación significativa entre el nivel de competencia digital de los docentes y la capacidad de los estudiantes para desenvolverse en entornos virtuales, enfatizando la importancia de fortalecer la capacitación docente y mejorar las condiciones tecnológicas para impulsar la competencia digital estudiantil.
The objective of this research is to analyze the relationship between the digital competencies of secondary education teachers and the level of achievement of digital competence among students in Basic Regular Education institutions in the Tacna region, Peru, within the post-pandemic context. A mixed-methods approach was adopted, combining quantitative and qualitative methodologies. For the quantitative phase, 669 teachers were surveyed, while the qualitative phase involved interviews with 100 teachers to gain deeper insight into their experiences during the transition from remote to in-person education between 2021 and 2023. The findings reveal that most teachers possess an intermediate level of digital competence, classified between the integrator and expert levels. However, significant limitations were identified regarding the systematic integration of digital tools in the classroom. These limitations are attributed to inequalities in access to technology, connectivity deficiencies, and the lack of national policies aimed at teaching professional development. Although some improvements in infrastructure and equipment have been noted since the pandemic, major barriers persist in achieving widespread use of ICT. The qualitative interviews reinforce the need for ongoing training and stronger institutional support. The study concludes that there is a significant relationship between teachers' digital competence levels and students' ability to function in virtual environments. This highlights the critical importance of enhancing teacher training and improving technological conditions to foster students' digital competence.
The objective of this research is to analyze the relationship between the digital competencies of secondary education teachers and the level of achievement of digital competence among students in Basic Regular Education institutions in the Tacna region, Peru, within the post-pandemic context. A mixed-methods approach was adopted, combining quantitative and qualitative methodologies. For the quantitative phase, 669 teachers were surveyed, while the qualitative phase involved interviews with 100 teachers to gain deeper insight into their experiences during the transition from remote to in-person education between 2021 and 2023. The findings reveal that most teachers possess an intermediate level of digital competence, classified between the integrator and expert levels. However, significant limitations were identified regarding the systematic integration of digital tools in the classroom. These limitations are attributed to inequalities in access to technology, connectivity deficiencies, and the lack of national policies aimed at teaching professional development. Although some improvements in infrastructure and equipment have been noted since the pandemic, major barriers persist in achieving widespread use of ICT. The qualitative interviews reinforce the need for ongoing training and stronger institutional support. The study concludes that there is a significant relationship between teachers' digital competence levels and students' ability to function in virtual environments. This highlights the critical importance of enhancing teacher training and improving technological conditions to foster students' digital competence.
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Vol. 25, No. 1