University teachers' self-perception of digital research competencies. A qualitative study conducted in Peru

Abstract

Previous research warns about the limitations that some university teachers in Ibero-America have in relation to digital research competencies. The objective of this research was to analyze the research competencies from the university teacher's self-perception, contrasted with the classroom evaluation. The study had a qualitative approach. Interviews were conducted via the Zoom virtual platform, and recordings (of an average of 4 h each) of classes delivered by 10 teachers with an average age of 58 years old, in charge of scientific research courses at the postgraduate level in Peruvian universities were analyzed. The instruments used included an in-depth interview guide and a checklist. The results show that university teachers perceive themselves as specialists in the area of research, however, they present limitations when transmitting knowledge during the teaching-learning process. There is evidence of a lack of pedagogy, as well as limitations in the use of digital resources and technological tools due to their resistance to change. The conclusions reveal that it is key to make teachers aware of the paradigm shift, with a teaching that includes as digital competencies: knowing how to create and manipulate data, knowing how to use programs and information systems, knowing how to socialize and collaborate in digital environments, knowing how to exercise and respect a digital citizenship, knowing how to manage knowledge assertively, and, as we propose in this paper, knowing how to be a researcher in a digital environment.

Measurement of the level of knowledge of augmented reality in regular basic education teachers of the computer course in Metropolitan Lima after the first year of the health emergency caused by the COVID-19 virus

“…The technology used by teachers in classrooms reinforces the teaching process, where teachers and students build a complete thinking of different topics within their academic development, this given by the link between the knowledge that the teacher brings and the technology that is innate to the students [1].…”

“…The faculty has experience with technology, has experience with ICT, and has educational experience [1], [2], but having theoretical knowledge differs from the application and that is where the problem or the break that is observed arises. There is a faculty eager to learn, to apply their knowledge, to experiment and develop successful experiences with students, but the surrounding reality makes them stop and continue with traditional teaching.…”

“…STEAM comprises science, technology, arts and mathematics [35], [36]. Ideally, this methodology should be integrated into the school curriculum and thus the training of the future teacher should also contain training in technology [1], [16]. The integration would be less complex but more sustainable in relation to pedagogical innovations [37].…”

Digital education in the social investment model of Gross Domestic Product growth in the context of Industry 4.0

“…Digital education as a new form of delivery of educational services is considered in the works of Speight (2017), Popkova and Zmiyak (2019), Batool (2022), Blankson (2022), Fernández-Sánchez et al (2022), and Suyo-Vega et al (2022. The place of education, social investment and human development in the system of sources of GDP growth is determined in the works of Goyal and Sergi (2015), Ibrahim (2018), Munir and Arshad (2018), Marquez-Ramos and Mourelle (2019), Reyes and Useche (2019), Uddin and Sarntisart (2019), Anetor (2020), Karambakuwa et al (2020), andTahir et al (2020).…”

Online assessment and proctored testing through a biometric system. Experiences and challenges of university teachers

“…Evaluation is developed through the achievement of competencies, which obliges teachers to use various instruments and in all cases should provide information on student progress and suggest elements for improvement [20], [21]. The concept of competencies implies the integration of concepts, procedures and attitudes, which is usually visualized with the delivery of a project [20], [22].…”