Abstract
Education 4.0 promotes visualizing how teachers’ traditional digital competencies adopt innovative practices. The present research analyzes the relationship between the perceived digital information competencies (DICs) of university teachers and the implementation of evidence-based, innovative actions (EBEI) in a model that supports innovative practices. The research method applied was the mixed method. In the quantitative phase, the final sample consisted of 271 teachers. The ad hoc digital competency-open educational resource scale (DC-OER) was applied to measure their perception of DIC. In the qualitative phase, 15 teachers were interviewed. The results showed (a) a close relationship between the fulfillment of EBEI and the support of DIC; (b) in quantitative results, in most cases, the means are close to the central value 3, and the standard deviation is close to 1, which indicates higher DIC; (c) the qualitative results indicate that teachers search, select, evaluate information, and produce new knowledge; and (d) the theoretical model of EBEI links DIC to the formation of digital citizenship. The data can be of value to the academic community in relevant environments within the framework of Education 4.0. As a future line of research, we envision analyzing the perceived digital competencies of teachers versus their effective behavior.
Highlights
Due to the accelerated developments in technology, especially in education, it has become necessary for teachers to adapt to change
The design was chosen because qualitative data help explain and deepen the initial quantitative statistical results to answer the research question: What is the relationship between the perceived capability of digital information competence and the fulfillment of innovation actions based on EBEI? the notation followed was QUAN->qual
We present the results according to the proposed objectives: (1) Perception of digital information competencies (DICs) and its linkage with the EBEI steps and (2) evidence-based educational innovation model linked to DIC
Summary
Due to the accelerated developments in technology, especially in education, it has become necessary for teachers to adapt to change. Education 4.0 is understood as that which promotes the application of physical and digital resources that provide innovative solutions to the current and future challenges of society [4] It promotes changing the vision of teachers’ digital competencies from old skills to innovative practices. In the context of education 4.0 [5], a teacher’s profile describes a specialized professional with digital competencies oriented to innovation, problem-solving, entrepreneurship, collaboration, connection, and understanding the needs of society. Acquiring these competencies requires stimulation through practical experiences [6]
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