The DOI matches its Crossref record; 6 of the 6 references it cites were found in a registry or an index.
Self-Perception of the Digital Competence of Educators during the COVID-19 Pandemic: A Cross-Analysis of Different Educational Stages
Open accessAbstract
The objective of this research is to measure the perception that teachers had about their own performance when they were forced to carry out Emergency Remote Teaching due to the COVID-19 pandemic. A questionnaire was provided to teachers of every educational stage in the Basque Country (Pre-school, Primary and Secondary Education, Professional Training, and Higher Education) obtaining a total of 4586 responses. The statistical analysis of the data shows that the greatest difficulties reported by educators are shortcomings in their training in digital skills, which has made them perceive a higher workload during the lockdown along with negative emotions. Another finding is the existing digital divide between teachers based on their gender, age, and type of school. A further worrying result is the lower technological competence at lower educational levels, which are the most vulnerable in remote teaching. These results invite us to reflect on the measures to be taken to improve equity, social justice, and the resilience of the educational system, which align with some of the Sustainable Development Goals.
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Cites
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The Difference between Emergency Remote Teaching and Online Learning
Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., & Bond, M. A. (2024) · Handbook of Research in Online Learning · doi:10.1163/9789004702813_021 · Cited by 6,253
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Cited by
Teachers’ digital competencies in higher education: a systematic literature review
Basilotta-Gómez-Pablos, V., Matarranz, M., Casado-Aranda, L.-A., & Otto, A. (2022) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-021-00312-8 · Cited by 517
Rapid Review on COVID-19, Work-Related Aspects, and Age Differences
Bellotti, L., Zaniboni, S., Balducci, C., & Grote, G. (2021) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph18105166 · Cited by 47
Digital and Information Literacy in Basic-Education Teachers: A Systematic Literature Review
Fernández-Otoya, F., Cabero-Almenara, J., Pérez-Postigo, G., Bravo, J., Alcázar-Holguin, M. A., & Vilca-Rodríguez, M. (2024) · Education Sciences · doi:10.3390/educsci14020127 · Cited by 33
“There are still teachers who feel comfortable using traditional methods, as well as teachers who teach in different rural areas, who do not have access to new technologies and have difficulty using them [44,51,59,80].”
BackgroundVega Bianchi, N. M., & Cabello Morales, S. V. (2025) · doi:10.19083/tesis/684033
Metadata
- Authors
- Portillo, J., Garay, U., Tejada, E., & Bilbao, N.
- Venue
- Sustainability
- Publisher
- MDPI AG
- Published
- 2020-12-04
- Volume
- 12
- Issue
- 23
- Pages
- 10128
- ISSN
- 2071-1050 (ISSN-L)
- OpenAlex
- W3103072234
- Cited by
- 239
- References
- 6
- FWCI
- 37.89
- Type
- journal article
- Language
- en
- Open access
- gold
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
