Competências digitais no ensino superior e avanços tecnológicos: pesquisa em uma faculdade particular de São Paulo

Abstract

This study investigates the digital competencies of faculty members at a Higher Education Institution (HEI) and proposes a continuous professional development flow to enhance these skills. The research, employing a qualitative, exploratory approach, used the DigCompEdu framework and its Artificial Intelligence supplement as theoretical and analytical foundations. Data was collected through questionnaires administered to teachers, enabling the profiling of their digital competencies against the parameters established by the DigCompEdu Check-in. Results indicated that the faculty possesses a solid foundation of digital competencies. However, specific areas requiring enhancement were identified, including Open Education and autonomy in data security, as well as a discrepancy between self-perception and objective performance. In response to these findings and in alignment with digital transformation trends in education, the study proposes a continuous flow of teacher training. This flow, conceived as an organic and adaptive process, is mediated by Distance Education (EAD) platforms and Artificial Intelligence models, aiming to foster professional development and implement innovative pedagogical practices within the HEI. The proposal seeks to address identified gaps and leverage existing strengths, serving as a reference for other institutions striving to improve their educational strategies in the context of digital transformation