Digital Competence, Device Access, and Classroom Practices in Higher Education

Cassio Cabral Santos; João Mattar

doi:10.24320/redie.2026.28.e05.6730

Autores

Cassio Cabral Santos Universidade de Lisboa https://orcid.org/0000-0002-1402-2978
João Mattar Pontifícia Universidade Católica de São Paulo https://orcid.org/0000-0001-6265-6150

DOI:

https://doi.org/10.24320/redie.2026.28.e05.6730

Palabras clave:

competencia digital, dispositivos digitales, educación superior, docente

Agencias de apoyo:

Coordination for the Improvement of Higher Education Personnel (CAPES), National Council for Scientific and Technological Development (CNPq), Research project funded by FCT – Portuguese Foundation for Science and Technology (PTDC/CED-EDG/30084/2017)

Resumen

Este artículo investiga las relaciones entre la competencia digital, el acceso a dispositivos digitales y las prácticas digitales entre profesores portugueses de educación superior, destacando la importancia de la competencia digital en el panorama educativo actual. Mediante un enfoque cuantitativo, se recopilaron datos de 846 profesores a través de un cuestionario y se analizaron con técnicas de estadística inferencial, entre ellas pruebas t, la d de Cohen para medir el tamaño del efecto, y coeficientes de correlación de Pearson. Los resultados muestran diferencias estadísticamente significativas en la competencia digital en relación con el uso de dispositivos móviles, excepto los teléfonos móviles, con tamaños de efecto medianos. Todas las prácticas digitales mostraron diferencias estadísticamente significativas, con tamaños de efecto que van de medianos a grandes. En particular, la competencia digital presentó una correlación más fuerte con el número de prácticas digitales adoptadas en el aula que con el número de dispositivos digitales, lo que indica que la realización de prácticas digitales podría desempeñar un papel más importante en el desarrollo de la competencia digital que el simple acceso a dispositivos digitales. Estos hallazgos sugieren que las políticas educativas deben centrarse no sólo en proporcionar acceso a las herramientas digitales, sino también en integrar estas herramientas de manera efectiva en las prácticas pedagógicas para mejorar los resultados educativos y preparar a los educadores y estudiantes para un futuro digital.

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