Digital competencies as fundamental elements in the higher education curriculum

Abstract

PROBLEM: lack of knowledge regarding the use and application of technological tools and digital platforms. OBJECTIVE: to determine the importance of digital competencies in teacher training as fundamental elements in the superior education. METHOD: a cross-sectional study aimed at permanent and interim professors of the Faculty of Humanities, Raxruhá, Alta Verapaz, was used, using descriptive statistics and a survey was used as an instrument for collecting information. RESULTS: from the aplication of the survey it was interpreted that 50% of the participants have knowledge of basic information, 33.33% use words processing programs, 16.67% have specific learning about software in the area of study, appears in blank the option “none” nobody took it as a posible answer; likewise, 67.70% of the surveyed answered that it is essential to design a competency-based curriculum building on multidisciplinary problematic, 16.60% answered no. Teachers must strengthen their knowledge in such a way that they respond to the needs of the different contexts related national reality. CONCLUSION: Teachers consider that it is essential to design a curriculum by competencies, in this millennium it is required to have reasoning skills through the use of information and communication technologies.