Digital Competence in University Lecturers: A Meta-Analysis of Teaching Challenges

This meta-analysis (random effects) studies the self-perceived digital competence of university lecturers in university teaching, using 7470 lecturers from Europe and Latin America collected in K = 31 samples, with teaching experience of between 6 and 15 years. The effect size obtained from a modera...

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Bibliographic Details
Published inEducation sciences Vol. 13; no. 5; p. 508
Main Authors Liesa-Orus, Marta, Lozano Blasco, Raquel, Arce-Romeral, Lorena
Format Journal Article
LanguageEnglish
Published Basel MDPI AG 01.05.2023
Subjects
Classrooms
College Students
Colleges & universities
Communication
Communications technology
Digital literacy
Education
Educational Change
Educational Environment
Educational Needs
Educational Objectives
ICTs
Learning
Learning Processes
Learning Strategies
Meta-analysis
Online instruction
Pandemics
Pedagogy
Perceptions
Private schools
Social sciences
Teaching
Universities
university
University students
Vocabulary Development
Spain
Latin America
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Summary:This meta-analysis (random effects) studies the self-perceived digital competence of university lecturers in university teaching, using 7470 lecturers from Europe and Latin America collected in K = 31 samples, with teaching experience of between 6 and 15 years. The effect size obtained from a moderate random effects model of r = −0.21 with a 99% confidence interval is significant, negative, and moderate, confirming the low competence level. The meta-regression results show that the area of knowledge plays an important role. The systematic review of the literature shows that the perception of ICTs is positive, while the level of competence is low, and there are institutional and training challenges to be solved.
ISSN:2227-7102
2227-7102
DOI:10.3390/educsci13050508