{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,2,16]],"date-time":"2026-02-16T10:09:36Z","timestamp":1771236576535,"version":"3.50.1"},"reference-count":42,"publisher":"Bastas Publications","issue":"4","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["CONT ED TECHNOLOGY"],"published-print":{"date-parts":[[2023,10,1]]},"abstract":"<jats:p xml:lang=\"en\">The 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 &lt;i&gt;DigCompEdu CheckIn&lt;\/i&gt; 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\u2019 perception of their digital competences in three dimensions: teachers\u2019 professional competences, teachers\u2019 pedagogical competences and students\u2019 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\u2013level B1 and B2\u2013and that the differences encountered between Portuguese and Spanish teachers (for example, Portuguese teachers have level A2 in area 4\u2013assessment\u2013, 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.<\/jats:p>","DOI":"10.30935\/cedtech\/13604","type":"journal-article","created":{"date-parts":[[2023,8,22]],"date-time":"2023-08-22T14:42:01Z","timestamp":1692715321000},"page":"ep463","source":"Crossref","is-referenced-by-count":3,"title":["Teachers\u2019 digital competences in higher education in Portugal and Spain"],"prefix":"10.30935","volume":"15","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-5927-3957","authenticated-orcid":false,"given":"Sara","family":"Dias-Trindade","sequence":"first","affiliation":[{"name":"Faculty of Arts, University of Porto, Porto, PORTUGAL"},{"name":"Centre for Interdisciplinary Studies, Coimbra, PORTUGAL"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-0147-0592","authenticated-orcid":false,"given":"Jos\u00e9 Ant\u00f3nio","family":"Moreira","sequence":"additional","affiliation":[{"name":"Centre for Interdisciplinary Studies, Coimbra, PORTUGAL"},{"name":"Universidade Aberta, Lisboa, PORTUGAL"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-5317-781X","authenticated-orcid":false,"given":"Juan Gabriel","family":"Garc\u00eda Huertas","sequence":"additional","affiliation":[{"name":"Universidad Francisco de Vitoria de Madrid, Madrid, SPAIN"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-6111-6715","authenticated-orcid":false,"given":"Pablo","family":"Garrido Pintado","sequence":"additional","affiliation":[{"name":"Universidad Complutense de Madrid, Madrid, SPAIN"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-1555-9045","authenticated-orcid":false,"given":"Ana","family":"Mas Miguel","sequence":"additional","affiliation":[{"name":"Universidad Francisco de Vitoria de Madrid, Madrid, SPAIN"}]}],"member":"24457","reference":[{"key":"384898","unstructured":"Bakhmat, N., Chemodurova, Y., Chumak, T., & Adamchuk, N. (2022). A competence approach to the assessment of the quality of teaching in EU universities in the digital age. AD ALTA-Journal of Interdisciplinary Research, 12(2), 113-117."},{"key":"384899","doi-asserted-by":"crossref","unstructured":"Barrag\u00e1n S\u00e1nchez, R., Llorente Cejudo, C., Aguilar Gavira, S., & Ben\u00edtez Gavira, R. (2022). Initial self-perception and level of digital competence of university teaching staff. Texto Livre: Linguagem e Tecnologia [Free Text: Language and Technology], 15, e36032. https:\/\/doi.org\/10.35699\/1983-3652.2022.36032","DOI":"10.35699\/1983-3652.2022.36032"},{"key":"384900","doi-asserted-by":"crossref","unstructured":"Barroso, J., Matos, V., & Aguilar, S. (2019). 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Escala de autoavalia\u00e7\u00e3o de compet\u00eancias digitais de professors [Teachers' digital skills self-assessment scale]. Procedimentos de constru\u00e7\u00e3o e valida\u00e7\u00e3o. Texto Livre, 12(2), 152-171. https:\/\/doi.org\/10.17851\/1983-3652.12.2.152-171","DOI":"10.17851\/1983-3652.12.2.152-171"},{"key":"384915","unstructured":"European Commission. (2021). European education action plan. European Commission."},{"key":"384916","unstructured":"European Parliament and the Council. (2006). Recommendation of the European Parliament and the Council of 18 December 2006 on key competences for lifelong learning (2006\/962\/EC). Official Journal of the European Union, L394\/10, 10-18."},{"key":"384917","doi-asserted-by":"crossref","unstructured":"Fern\u00e1ndez-Morante, C., Cebreiro L\u00f3pez, B., Casal-Otero, L., & Mareque Le\u00f3n, F. (2023). Teachers\u2019 digital competence. The case of the university system of Galicia. 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