Abstract
Nowadays, we live in a practically digitised world. Therefore, education has been one of the first aspects to have the need to update itself digitally. This, together with exceptional situations, such as COVID-19 (coronavirus diseases), have meant that the only way to teach is through information and communication technology (ICT). As an objective of this communication, we propose to analyse the level of digital competences of European university teaching staff, in addition to detecting good practices in teaching and guidance using ICT. This is a mixed-method research study in which 918 teachers participated in the quantitative part and 76 in the qualitative part. As an instrument, the scale Necesidades formativas en estrategias orientadoras y tutoriales (NFEOT-17) has been used for quantitative research, and the techniques of discussion group, nominal group and the SWOT (Strengths, Weaknesses, Opportunities and Threats) technique have been used for qualitative research. The results show that low digital competence is manifested in relation to teaching and university orientation. Furthermore, determining factors have been detected that characterise good ICT practices. In conclusion, the need to develop digital competencies in university teachers is highlighted so that they can be part of the new digital era and face exceptional situations that may arise.
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Vallejo, A.P., Aguayo, B.B. (2021). Digital Competences in European University Teaching Staff: Teaching and Guidance. In: Rocha, Á., Adeli, H., Dzemyda, G., Moreira, F., Ramalho Correia, A.M. (eds) Trends and Applications in Information Systems and Technologies . WorldCIST 2021. Advances in Intelligent Systems and Computing, vol 1367. Springer, Cham. https://doi.org/10.1007/978-3-030-72660-7_1
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DOI: https://doi.org/10.1007/978-3-030-72660-7_1
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