Analysis of the Digital Competence in the Teaching Staff of Universidad de Las Palmas de Gran Canaria

Abstract

Digital competence of academics has been progressively gaining relevance during the last decade in the context of an exponential growth of digital devices, tools and applications that are available for education enhancement. Frameworks such as DigCompEdu intend to establish a common ground for institutions to evaluate and foster their academics’ digital competence performance. Through a stratified sample of 106 participants, this study intends to extract a preliminary descriptive analysis of the digital competence level of academics at Universidad de Las Palmas de Gran Canaria (ULPGC). Results show a mean B2 digital competence level, although self-perception seems to be slightly lower with B1 as the most common answer. Overall, academics at ULPGC show a homogeneous distribution of digital competence performance across its different demographic stratus, and fairly aligned with national indicators.