Impact of Learning and Knowledge Technologies (TAC) on Digital Teaching Competencies in Higher Education
A Case Study at the Dominican University O&M
DOI:
https://doi.org/10.59343/yuyay.v4i2.94Keywords:
Digital Skills, Learning and Knowledge Technologies, Higher Education, Innovative Methodologies, Digital TransformationAbstract
This study examines the impact of Learning and Knowledge Technologies (TAC) on the development of digital competencies in teachers of the Faculty of Science and Technology of the Dominican University O&M during the period 2019-2020. Using a mixed methodological approach, quantitative and qualitative data were analyzed to assess teachers' digital skills, the integration of TACs in teaching and barriers to their adoption. The results indicate that most teachers are at an intermediate level of digital competences, with a significant dependence on basic tools, such as virtual platforms, and limited use of emerging technologies, such as simulators and augmented reality. Among the main barriers identified are the lack of specialized training and limitations in technological infrastructure. It is concluded that, although TACs have been partially incorporated in higher education, it is necessary to strengthen teacher training to maximize its impact. Strategies are proposed to improve the implementation of CT in the university environment.
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Copyright (c) 2025 José del Carmen Encarnación-Dicent, Hector Kirwant
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