Cognitive Digital Competencies and Virtual Education

Abstract

The pandemic accelerated the implementation of virtual education and highlighted the need to strengthen teachers’ digital competencies, particularly those related to higher-order cognitive processes. The aim of this study was to analyze the relationship between teachers’ cognitive digital competencies and virtual education during the COVID-19 period at a public university in Lima, Peru. A quantitative approach was adopted, using a descriptive, correlational, and cross-sectional design. The population consisted of 5,940 students from seven faculties, from which a probabilistic sample of 360 students was selected with a 95% confidence level. Two validated questionnaires were applied to assess teachers’ digital competencies and virtual education. Descriptive results showed that 58.3% of students perceived teachers’ cognitive digital competencies as regular, while 25.0% considered them deficient. Inferential analysis confirmed a significant and positive relationship between both variables (ρ = 0.585; p < 0.05). It is concluded that strengthening teachers’ cognitive digital competencies is key to improving the quality of virtual education.