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Using the DigCompEdu CheckIn self-assessment questionnaire, the study identifies fragile and robust areas of digital competence among 347 university teachers. Results show a moderate overall proficiency (B1–B2), highlight differences between Portuguese and Spanish teachers, and support targeted training. Teaching experience, age, and gender effects are also analyzed, informing policy for more digital education.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teachers-digital-competences-in-higher-education-in-portugal-and-spain/600314/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teachers-digital-competences-in-higher-education-in-portugal-and-spain/600314.png","ImageObject",300,407,{"name":92,"@type":93},"RuangKosong","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What is the study’s main goal?","Question",{"text":111,"@type":112},"To identify the most fragile and robust areas of digital competences among Portuguese and Spanish university teachers using DigCompEdu CheckIn self-assessment.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How many teachers participated, and how were competences evaluated?",{"text":116,"@type":112},"The quantitative approach involves 347 teachers from Portugal and Spain, assessing perceptions of digital competences across three dimensions: professional, pedagogical, and student-related competences.",{"name":118,"@type":109,"acceptedAnswer":119},"What do the results indicate about teachers’ overall digital proficiency?",{"text":120,"@type":112},"Teachers show an overall moderate level of digital proficiency (B1–B2), with specific differences between Portuguese and Spanish teachers that point to the need for targeted training.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},600314,1792092360,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":41},962090883219,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Contemporary Educational Technology, 2023, 15(4), ep463  \n ISSN: 1309-517X (Online)   \n OPEN ACCESS  Research Article  \nTeachers’ digital competences in higher education in Portugal and Spain  \nSara Dias-Trindade 1,2*  \n 0000-0002-5927-3957  \nJosé António Moreira 2,3  \n 0000-0003-0147-0592  \nJuan Gabriel García Huertas 4  \n 0000-0001-5317-781X  \nPablo Garrido Pintado 5  \n 0000-0002-6111-6715  \nAna Mas Miguel 4  \n 0000-0003-1555-9045  \n1 Faculty of Arts, University of Porto, Porto, PORTUGAL  \n2 Centre for Interdisciplinary Studies, Coimbra, PORTUGAL  \n3 Universidade Aberta, Lisboa, PORTUGAL  \n4 Universidad Francisco de Vitoria de Madrid, Madrid, SPAIN  \n5 Universidad Complutense de Madrid, Madrid, SPAIN  \n* Corresponding author: [sdtrindade@letras.up.pt](sdtrindade@letras.up.pt)  \nCitation: Dias-Trindade, S., Moreira, J. A., García Huertas, J. G., Garrido Pintado, P., & Mas Miguel, A. (2023) . Teachers’ digital competences in higher education in Portugal and Spain. Contemporary Educational Technology, 15(4), ep463 .  \n[https://doi.org/10.30935/cedtech/13604](https://doi.org/10.30935/cedtech/13604)  \nARTICLE INFO ABSTRACT  \nReceived: 2 May 2023  \nAccepted: 3 Aug 2023  \nThe potential of DTIC has brought new and emerging challenges to teachers, making it essential to acquire digital competences, especially in virtual learning environments and online technologies. In this sense, based on the DigCompEdu CheckIn self-assessment questionnaire, validated for the Portuguese population by earlier studies, this research aims to identify the most fragile and robust areas of digital competences of Portuguese and Spanish university teachers. The quantitative methodological approach emphasizes teachers’ perception of their digital competences in three dimensions: teachers’ professional competences, teachers’pedagogical competences and students’ competences and involved 347 teachers from Portugal and Spain. The results show that teachers of the two institutions have an overall moderate level of digital proficiency–level B1 and B2–and that the differences encountered between Portuguese and Spanish teachers (for example, Portuguese teachers have level A2 in area 4–assessment–, while Spanish teachers are already at level B2) highlight the need to invest in specific training that may address specific frailties, and therefore allow for the promotion of their digital competences. Results relating to teaching experience and age show that there is no direct relation between either factor or being digitally competent. Regarding gender, results reveal that men had slightly better results than women. Overall, what the results show is the need for teachers to increase the level of digital competence through specific training, prepared according to the specificities of each institution, and the importance of developing public policies that prepare teachers for a more digital education.  \nKeywords: digital technologies, digital competence, higher education, teacher training, DigCompEdu  \nINTRODUCTION  \nIn times of marked changes, in a complex world, where analogue and digital, real and virtual, human and machine, offline and online cohabit, all of us aware that we live in an era marked by the COVID-19 pandemic and the dizzying evolution of digital technologies, we are faced with the need to rethink models, educational communication processes and, above all, to rethink teacher training to act in new scenarios and educational ecosystems.  \nAt a time when action plans are being presented in different parts of the world, such as the European Commission’s action plan for digital education (2021-2027) (European Commission, 2021), it becomes necessary to consider a paradigm that allows, on the one hand, the creation and development of a quality digital education ecosystem, with infrastructures, connectivity and digital equipment and high quality learning content, and on the other, a strengthening of the competences-and specifically the digital competences–fora dig","cbCairg1RqPKC9Fo","https://ap.wps.com/l/cbCairg1RqPKC9Fo","pdf",339651,12,"English","# Abstract\n# Article info\n# Introduction\n## Digital education ecosystem and policy context\n## Importance of teacher digital competences","[{\"question\":\"What is the study’s main goal?\",\"answer\":\"To identify the most fragile and robust areas of digital competences among Portuguese and Spanish university teachers using DigCompEdu CheckIn self-assessment.\"},{\"question\":\"How many teachers participated, and how were competences evaluated?\",\"answer\":\"The quantitative approach involves 347 teachers from Portugal and Spain, assessing perceptions of digital competences across three dimensions: professional, pedagogical, and student-related competences.\"},{\"question\":\"What do the results indicate about teachers’ overall digital proficiency?\",\"answer\":\"Teachers show an overall moderate level of digital proficiency (B1–B2), with specific differences between Portuguese and Spanish teachers that point to the need for targeted training.\"}]","Teachers’ digital competences in higher education in Portugal and Spain | PDF",1792090442]