The efficacy of a web-based methodology on English teachers’ digital competence in Colombia

Oct 15, 2026

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This research article evaluates the effectiveness of a web-based methodology to strengthen English teachers’ digital competence in Colombia through a 200-hour course. The design alternates eight learning moments between online and offline instruction and follows theoretical foundations. Results from 47 teachers compare entry and exit performance across six DigCompEdu areas and 22 competencies. Statistical analyses using R, Likert, ggplot2, and Kruskal-Wallis/Wilcoxon tests show highly significant improvements, especially in self-regulated learning, accessibility and inclusion, and communication and collaboration.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

Abstract

Introduction

Digital competency and teacher development

Frameworks: DigCompEdu and TDC

Models: TPACK and SAMR

OPEN ACCESS Research Article Contemporary Educational Technology, 2025, 17(4), ep612 ISSN: 1309-517X (Online) The efficacy of a web-based methodology on English teachers’ digital competence in Colombia Gonzalo Camacho-Vásquez 1,2* 0000-0002-3207-6689 Juana María Ortega-Tudela 1 0000-0003-3649-3524 Elena María Díaz-Pareja 1 0000-0001-5255-2761 1 Universidad deJaén, Jaén, SPAIN 2 Universidad del Tolima, Tolima, COLOMBIA * [Corresponding author:](Corresponding author: gcamachov@ut.edu.co)[ gcamachov@ut.edu.co](Corresponding author: gcamachov@ut.edu.co) Citation: Camacho-Vásquez, G., Ortega-Tudela, J. M., & Díaz-Pareja, E. M. (2025). The efficacy of a web-based methodology on English teachers’ digital competence in Colombia. Contemporary Educational Technology, 17(4), ep612 . [https://doi.org/10.30935/cedtech/17518](https://doi.org/10.30935/cedtech/17518) ARTICLE INFO ABSTRACT | Received: 5 May 2025
Accepted: 10 Nov 2025
INTRODUCTION | Digital competency is becoming a priority in teachers’ professional development. This article assessed the efficacy of a web-based methodology on English teachers’ digital competence through a 200-hour course. This didactic methodology consists of eight learning moments that alternate between online and offline instruction and are based on solid theoretical foundations. The results of the six areas and 22 competencies of the DigCompEdu framework are compared between an entry and exit test in a group of 47 English teachers who were part of the web-based didactic design implementation. Data analysis was conducted using the statistical software R version 4.2.2. The Likert package version 1.3.5 and the ggplot2 package version 3.4.0 were used to generate graphs and descriptive statistics. The Stats package version 4.2.2 was used to perform the Kruskal-Wallis and Wilcoxon comparison tests. This analysis demonstrated that the effects of the designed methodology on teachers’ digital competence development are highly significant. Teacher-learners advanced in areas of the DigCompEdu related to students’ digital competence. The areas with fewer improvements were where teacher-learners scored higher in the pre-test. “Self-regulated learning,” “accessibility and inclusion,” and “communication and collaboration” competencies reached the highest difference when comparing the pre-and posttests. Teachers struggle more with learning during offline moments. The Web-based methodology becomes an innovative proposal for training English teachers to incorporate technology to develop language skills.
Keywords: information and communication technology, English language teaching, teacher digital competence, teachers’ professional development | | --- | --- | The European framework for teaching digital competence (DigCompEdu) (Redecker & Punie, 2017) and the common framework for teaching digital competence (TDC) (INTEF, 2017) are the most used at the Spanish level, and they are the first and most widely supported by experts (Cabero-Almenara et al., 2021) . A recent statistical descriptive study using this framework indicates that 70% of surveyed university academics from countries (Argentina, Brazil, Colombia, Chile, Perú, Mexico, and Portugal) have an average intermediate level of competence (Santos et al., 2023). Other conducted studies, using different instruments, also place teachers in Colombia at an intermediate level of digital competence (Paz et al., 2022; Roa et al., 2021; Tobar-Gomez, 2027; Torres-Flórez & Diaz-Betancourt, 2021) . There are different aims in assessing teachers’ digital competence: To identify gaps that may lead to the formulation of teachers’ training programs (Fernández-Batanero, 2021; Revuelta-Domínguez et al., 2022), to enhance teacher training programs, and improve research (Basantes-Andrade et al., 2022; Basilotta-GómezPablos et al., 2022), and to favor inclusion and equity (de Soriano et al., 2024; Méndez & Méndez, 2023) . Few research studies see

FAQs

What does the study evaluate regarding English teachers in Colombia?

The study assesses the efficacy of a web-based methodology on English teachers’ digital competence through a 200-hour course.

How is the web-based methodology structured in the course?

It consists of eight learning moments alternating between online and offline instruction, grounded in theoretical foundations.

Which tools and statistical tests are used to analyze outcomes?

Analysis uses R (with Likert for survey handling and ggplot2 for graphs) plus the Stats package to run Kruskal-Wallis and Wilcoxon comparison tests.

Oct 15, 2026

Upload by OmBimo