Teacher Evaluation Instruments and the Inclusion of Criteria for Measuring Digital Competencies
DOI:
https://doi.org/10.70939/revistadiged.v2i1.32Keywords:
instruments, evaluation, digital competencies, cybersecurityAbstract
OBJECTIVE: analyze the faculty evaluation instruments to identify the inclusion of criteria for measuring digital competencies at the Faculty of Pharmacy and the Southern University Center of the University of San Carlos. METHOD: a pragmatic paradigm was followed, employing a mixed-methods approach with an exploratory scope and a concurrent design; a survey and interviews were administered to a sample of 40 faculty members. RESULTS: 43.6% reported that the evaluation instruments are not aligned with international standards; 77.8% of the faculty consider it necessary to update them to better reflect the required digital competencies. The faculty expressed concern about the required data protection and lack proficiency in cybersecurity CONCLUSION: the analysis of faculty evaluation instruments revealed that, although there are criteria for assessing digital competencies, their inclusion is partial and, in many cases, outdated.
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