La competencia digital docente en educación superior: tensiones, enfoques y desafíos contemporáneos
DOI:
https://doi.org/10.53382/issn.2810-7977.41Palabras clave:
competencia digital docente, educación superior, desarrollo profesional docente, transformación digital, docencia universitariaResumen
La revolución digital ha transformado de manera notable la enseñanza universitaria, destacando las competencias digitales del profesorado como un componente crucial para asegurar la calidad y relevancia de la educación superior. En este marco, el artículo que se presenta busca examinar cómo la literatura científica reciente define y examina críticamente las competencias digitales del profesorado en el ámbito de la educación superior. El estudio se llevó a cabo mediante una revisión bibliográfica con un enfoque cualitativo-interpretativo, centrándose en el análisis de resúmenes de artículos incluidos en las bases de datos Scopus (n = 558) y Web of Science (n = 571), publicados entre los años 2020 y 2025. Tras una lectura comparativa, los resultados fueron organizados en cuatro dimensiones analíticas: conceptualización de las competencias digitales del profesorado; configuración del rol pedagógico del profesorado; formación y desarrollo profesional; y tensiones emergentes junto con proyecciones futuras. Los hallazgos revelan la coexistencia de enfoques normativos y visiones pedagógicas críticas, así como brechas en la formación y retos institucionales vinculados a la digitalización de la enseñanza universitaria. Se concluye que las competencias digitales del profesorado deben ser vistas como un constructo dinámico, contextualizado y éticamente responsable, cuyo fortalecimiento demanda estrategias formativas integrales y una reflexión pedagógica continua en la educación superior.
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