The COVID-19 pandemic had a great impact on the process of integrating digital technologies in higher education and caused digital stress among professors, mainly in countries with a lower level of digitalization. In this work, quantitative research was carried out on the stress of professors in Venezuela due to the digitalization of their teaching activities caused by the pandemic, and gender gaps were identified in this regard. This digital stress was compared with that of professors in other countries with a low level of digitalization. For this purpose, a questionnaire designed by the authors was used. The questionnaire was distributed to a sample of 129 Venezuelan professors and 132 professors from countries with low digitalization levels. As a result, it was found that Venezuelan professors have lower digital competence and lower digital stress than their colleagues in weakly digitized countries, and that digital stress decreases as digital competence increases. Moreover, among Venezuelan professors, there was a strong gender gap in digital stress, which was higher among females in all subject areas, except for Health Sciences. This gender gap is specific to Venezuela since it differs from that in countries with low digital levels. According to the results, we urgently recommend investing resources in the digital training of faculty members, especially in regards to the integration of female professors.

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Las instituciones educativas se encuentran en constante reto en medio de la era digital lo que ha implicado la revisión, adecuación e implementación de la formación por competencias. Esto ha requerido cambios en la creación de un ambiente de aprendizaje propicio para la actividad del conocimiento; de allí que el objetivo de esta investigación se centró en comprender las competencias ontoepistemológicas surgidas en el tránsito presencial-digital. La investigación cualitativa optó por el análisis de la información de la Teoría Fundamentada y finaliza con el concepto de las competencias ontoepistemológicas como la integración de saberes: ser, cognición y hacer.

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