Digital competences as a transversal element In Higher Education. A case study in initial teacher education in Ecuador

Abstract

This article has its origin in the need to analyse the digital competences present in the students of the Faculty of Philosophy, Letters and Educational Sciences of the Universidad Central del Ecuador within their initial teacher training. In this way, three fundamental dimensions are addressed within the current teaching work: Operational Technological Management, Design of Learning Environments and Ethical and Social Awareness. Based on these problems, the research is part of a collective work that aims to contribute to the improvement of initial teacher training by assuming formative processes as a contribution to the teaching-learning process. An applied research design was carried out, supported by qualitative and quantitative data, using various tools to obtain empirical information: interviews, analysis of documentary materials, discussion groups and surveys. The results highlight the recognition of the need to appropriate new models and postulates about the teaching-learning process, new methodologies, their functions and, above all, digital competences as a fundamental point of educational development. Emphasis is also placed on the relevance of the digital training required to face the challenges posed by the new educational paradigm when introducing TD to educational practices in accordance with the 21st century.