Digital Competence of University Teachers of Social and Legal Sciences from a Gender Perspective

Abstract

Higher Education institutions must respond to the major challenges posed by the technological transformations of recent years. For this, one of the key aspects is that the teachers working in them are trained to incorporate these technologies in teaching–learning processes, which requires them to be digitally competent. To analyse how gender relates to the level of competence of teachers, the types of ICT tools that they use, and their attitudes towards their implementation in teaching–learning processes, this quantitative research was carried out with the participation of 121 university teachers from the Autonomous Community of Aragon, all of them from the area of Social and Legal Sciences. The results show a differentiated profile between men and women in terms of their attitudes, beliefs, and self-perception regarding their management skills and effectiveness.