New challenges in higher education: a study of the digital competence of educators in covid times

Abstract

The digital revolution has substantially impacted education. The evolution of the use of technologies in education has been gradual and different, mostly depending on the teaching professionals’ predisposition and skills. With the advent of the COVID pandemic, digital tools’ impact has been exponential in all educational levels. An study of the new educational hybrid model is offered. The role of the educator is critical in this new model, confirming the necessity to have technical resources and qualified educators to improve students’ competence in order for them to work successfully in the digital economy. We have reflected on the evolution of Educators’ Digital Competence (EDC) and its relationship with students’ digital skills and impact on the learning process. An analysis of digital competence-learning in the context of the student-centered-learning approach has been studied. A more holistic approach to EDC is suggested. The European Framework for the Digital Competence of Educators (DigCompEdu) has identified 22 competences in six areas of competence. This paper has analyzed 251 responses from a convenience sample of professors from Madrid’s universities in business administration based on this validated instrument. The results show the relevance of educators’ characteristics to the learning process concerning previous knowledge about technology, training received, and their attitude toward technology. From a theoretical point of view, these competencies have been grouped into four competency areas, and their level of impact on student learning has been determined. In conclusion, digital competence has evolved from being a mere tool to becoming an essential pedagogical element.