Digital Competences in the Profile of Teaching Education: Context of Remote Education of Peru

Jhon Holguin-Alvarez, Milagritos Rodríguez Rojas


Education developed in the virtual context becomes remote today both because of the distance in which school groups are served far from the city, as well as the distance that teachers and students have to reach technological resources to educate and educate themselves, and the resources that affect a higher quality digital education.

In this sense, it is understood that digital skills are essential to generate relevant, comprehensive, inclusive and cooperative virtual educational methodologies, especially during the pandemic, which requires mastery of teaching techniques and mastery of these digital skills. The objective was to determine the causality of digital competencies on the teacher teaching profile. The methodology developed was quantitative, causal, correlational and transactional. The sample consisted of 200 active teachers in Basic Education from a Latin American city. These developed their teaching during the onset of the pandemic (2020) until the middle of the year 2021. The variables were evaluated with Likert-type scales. The reports conclude that the scores in digital competencies present moderate intensity of causality and correlation on the teaching profile of those evaluated. Similar effects were found from digital skills on the cognitive and affective characteristics of the profile, although there are common causal effects on motivation. It is suggested to include other variables in a multi-causal analysis, considering vulnerable contexts in evaluating teachers and their execution during the pandemic.


basic education; digital competences; distance education; digital teaching; teaching profile; teaching technologies; teaching performance; remote education; virtual skills

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