How do students perceive educators' digital competence in higher education?

Abstract

This research aims to contribute to the field of technology in education as the main trend since Covid accelerated digitalization. There are few studies of students' perceptions of digital educators' capabilities following the approach of evidence-based learning. In a survey conducted with 243 respondents using DigComEdu as a valid instrument to measure educators' digital competence (EDC), this research presents an empirical study of the relationship between EDC from students' point of view and their self-perception of learning. The findings demonstrate that 71 % of students consider that the digital competence of their faculty impacts their learning process positively. The study carries out a literature review proposing a model of four elements affecting the student self-perception of learning: 1) educators' digital skills; 2) the use of technology for communication, monitoring, and assessment; 3) educators' engaging in digital ecosystems; and 4) students' data security in the learning process. The results confirm a significant relationship with three of the hypotheses, with no confirmation of the remaining one. These findings have implications for universities institutions and policymakers to assure the digitalization of education drives effectiveness and quality.