Digital competencies of teachers at an engineering faculty based on the European framework DigCompEdu

Abstract

This study analyzes the level of digital teaching skills among academics at an engineering faculty at a regional university in Chile, using the European DigCompEdu framework. The research was applied to a purposive sample of 18. A structured questionnaire with 40 items (34 associated with DigCompEdu, 5 with emerging technologies, and 1 open-ended item for critical reflection) was used, validated by expert judgment. The results show a generally high-intermediate level of competence, with strengths in professional commitment and use of digital resources, while the areas of student empowerment and facilitation of digital competence show lower levels of development. It is concluded that, although teachers show a willingness to innovate pedagogically, differentiated training programs and institutional policies are needed to promote a sustained digital culture in higher education.