Self-Perceived Teacher Digital Competence Among University Teachers: A Gender-Based Analysis in Accredited Colombian Universities
Introduction: Teacher Digital Competence (TDC) has become increasingly recognized as a component of educational quality in digitalized university contexts. However, evidence on factors associated with its development and self-perception, particularly regarding gender, remains limited in Latin Americ...
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UNIVERSIDAD ANTONIO NARIÑO
2026
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| Online Access: | https://revistas.uan.edu.co/index.php/papeles/article/view/2424 |
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| author | Ávila Clavijo, Diego Fernando Mercader Juan, Cristina Ávila Clavijo, Diego Fernando |
| author_facet | Ávila Clavijo, Diego Fernando Mercader Juan, Cristina Ávila Clavijo, Diego Fernando |
| author_sort | Ávila Clavijo, Diego Fernando |
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| description | Introduction: Teacher Digital Competence (TDC) has become increasingly recognized as a component of educational quality in digitalized university contexts. However, evidence on factors associated with its development and self-perception, particularly regarding gender, remains limited in Latin America. This study examines gender differences in self-perceived TDC among faculty at Colombian universities with High-Quality Accreditation and whether these differences vary by age, teaching experience, and institutional type. Method: A cross-sectional design was employed with 765 teachers who completed the SELFIE for Teachers instrument, aligned with the DigCompEdu framework. Independent-samples t-tests examined gender differences in overall TDC and in six competence areas. Factorial General Linear Models assessed whether gender differences varied according to contextual and professional variables. Results:The study found a general pattern of gender parity in self-perceived TDC. No statistically significant differences emerged in the overall score or in five of the six DigCompEdu areas, and the observed effect sizes were trivial. The only notable difference was a small advantage for women in Facilitating Learners’ Digital Competence (d = −0.15), concentrated among less experienced teachers. Institutional type showed modest associations with TDC levels, suggesting that institutional context may be relevant for understanding variation in self-perceived TDC. Conclusions: These findings challenge assumptions of inherent gender gaps in TDC. Within the analyzed accredited university context, gender showed minimal association with self-perceived TDC. Faculty development strategies should prioritize age group and institutional conditions over gender-based approaches, while also considering str |
| format | Digital |
| id | revistas.uan.edu.co-article-2424 |
| institution | Revista PAPELES |
| language | English |
| publishDate | 2026 |
| publisher | UNIVERSIDAD ANTONIO NARIÑO |
| record_format | ojs |
| spelling | revistas.uan.edu.co-article-24242026-09-23T05:55:43Z Self-Perceived Teacher Digital Competence Among University Teachers: A Gender-Based Analysis in Accredited Colombian Universities Competencia digital docente autopercibida en el profesorado universitario: un análisis de género en universidades colombianas acreditadas Ávila Clavijo, Diego Fernando Mercader Juan, Cristina Ávila Clavijo, Diego Fernando Competencia digital educación superior desarrollo profesional tecnología educativa género Digital competence higher education professional training educational technology gender Introduction: Teacher Digital Competence (TDC) has become increasingly recognized as a component of educational quality in digitalized university contexts. However, evidence on factors associated with its development and self-perception, particularly regarding gender, remains limited in Latin America. This study examines gender differences in self-perceived TDC among faculty at Colombian universities with High-Quality Accreditation and whether these differences vary by age, teaching experience, and institutional type. Method: A cross-sectional design was employed with 765 teachers who completed the SELFIE for Teachers instrument, aligned with the DigCompEdu framework. Independent-samples t-tests examined gender differences in overall TDC and in six competence areas. Factorial General Linear Models assessed whether gender differences varied according to contextual and professional variables. Results:The study found a general pattern of gender parity in self-perceived TDC. No statistically significant differences emerged in the overall score or in five of the six DigCompEdu areas, and the observed effect sizes were trivial. The only notable difference was a small advantage for women in Facilitating Learners’ Digital Competence (d = −0.15), concentrated among less experienced teachers. Institutional type showed modest associations with TDC levels, suggesting that institutional context may be relevant for understanding variation in self-perceived TDC. Conclusions: These findings challenge assumptions of inherent gender gaps in TDC. Within the analyzed accredited university context, gender showed minimal association with self-perceived TDC. Faculty development strategies should prioritize age group and institutional conditions over gender-based approaches, while also considering str Introducción: La Competencia Digital Docente (CDD) se ha reconocido cada vez más como un componente de la calidad educativa en contextos universitarios digitalizados. Sin embargo, la evidencia sobre los factores asociados con su desarrollo y autopercepción, particularmente en relación con el género, sigue siendo limitada en América Latina. Este estudio examina las diferencias de género en la autopercepción de la CDD entre docentes de universidades colombianas con Acreditación de Alta Calidad, así como si dichas diferencias varían según la edad, la experiencia docente y el tipo de institución. Método: Se empleó un diseño transversal con 765 docentes que completaron el instrumento SELFIE for Teachers, alineado con el marco DigCompEdu. Se aplicaron pruebas t para muestras independientes con el fin de examinar diferencias de género en la CDD global y en seis áreas competenciales. Asimismo, se emplearon Modelos Lineales Generales factoriales para evaluar si las diferencias de género variaban según variables contextuales y profesionales. Resultados: El estudio encontró un patrón general de paridad de género en la autopercepción de la CDD. No se observaron diferencias estadísticamente significativas en la puntuación global ni en cinco de las seis áreas de DigCompEdu, y los tamaños del efecto observados fueron triviales. La única diferencia destacable fue una pequeña ventaja de las mujeres en Facilitación de la Competencia Digital del Estudiantado (d = −0.15), concentrada entre docentes con menor experiencia. El tipo de institución mostró asociaciones modestas con los niveles de CDD, lo que sugiere que el contexto institucional puede ser relevante para comprender la variación en la autopercepción de la CDD. Conclusiones:Estos hallazgos cuestionan los supuestos de brechas de género inherentes en la CDD. Dentro del contexto universitario acreditado analizado, el género mostró una asociación mínima con la autopercepción de la CDD. Las estrategias de desarrollo profesoral deberían priorizar la etapa de la carrera académica y las condiciones institucionales por encima de los enfoques basados en género, considerando también las diferencias estructurales entre instituciones públicas y privadas. UNIVERSIDAD ANTONIO NARIÑO 2026-09-20 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uan.edu.co/index.php/papeles/article/view/2424 10.54104/papeles.v19n37.2424 Papeles; Vol. 19 No. 37 (2027): Vol. 19 No. 37 (2027): Volume 19 number 37 (January - June, 2027) Papeles; Vol. 19 Núm. 37 (2027): Vol. 19 Núm. 37 (2027): Volumen 19 número 37 (Enero - junio, 2027) Papeles; v. 19 n. 37 (2027): Vol. 19 Núm. 37 (2027): Volumen 19 número 37 (Enero - junio, 2027) 2346-0911 0123-0670 10.54104/papeles.v19n37 en https://revistas.uan.edu.co/index.php/papeles/article/view/2424/1871 Derechos de autor 2026 Diego Fernando Ávila Clavijo, Cristina Mercader Juan https://creativecommons.org/licenses/by-nd/4.0 |
| spellingShingle | Competencia digital educación superior desarrollo profesional tecnología educativa género Digital competence higher education professional training educational technology gender Ávila Clavijo, Diego Fernando Mercader Juan, Cristina Ávila Clavijo, Diego Fernando Self-Perceived Teacher Digital Competence Among University Teachers: A Gender-Based Analysis in Accredited Colombian Universities |
| title | Self-Perceived Teacher Digital Competence Among University Teachers: A Gender-Based Analysis in Accredited Colombian Universities |
| title_alt | Competencia digital docente autopercibida en el profesorado universitario: un análisis de género en universidades colombianas acreditadas |
| title_full | Self-Perceived Teacher Digital Competence Among University Teachers: A Gender-Based Analysis in Accredited Colombian Universities |
| title_fullStr | Self-Perceived Teacher Digital Competence Among University Teachers: A Gender-Based Analysis in Accredited Colombian Universities |
| title_full_unstemmed | Self-Perceived Teacher Digital Competence Among University Teachers: A Gender-Based Analysis in Accredited Colombian Universities |
| title_short | Self-Perceived Teacher Digital Competence Among University Teachers: A Gender-Based Analysis in Accredited Colombian Universities |
| title_sort | self perceived teacher digital competence among university teachers a gender based analysis in accredited colombian universities |
| topic | Competencia digital educación superior desarrollo profesional tecnología educativa género Digital competence higher education professional training educational technology gender |
| topic_facet | Competencia digital educación superior desarrollo profesional tecnología educativa género Digital competence higher education professional training educational technology gender |
| url | https://revistas.uan.edu.co/index.php/papeles/article/view/2424 |
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