Digital Competence and Disability: A Qualitative Approach from the Perspective of University Teachers in Andalusia (Spain)

Abstract

Digital competence in teaching is a challenge in the professional practice of university teachers and a problem identified in the research that needs to be addressed. In particular, assessment of the level of technological skills is a key element for making decisions regarding teacher training and future lines of research, especially when it comes to improving the learning of students with disabilities. Taking this challenge as a focus, the aim of our study has been to understand the perception of university teachers in the Autonomous Community of Andalusia (Spain) about their level of digital competence for the care of students with disabilities. The methodology used was qualitative, based on an interpretative paradigmatic perspective. In-depth interviews were used as an instrument for collecting information. The sample was made up of 64 university teachers belonging to nine University Education Centres in the Autonomous Community of Andalusia (Spain). Among the conclusions, this study highlights the low level of training in digital skills to support students with disabilities, despite an awareness of the importance of technology to help these students learn.