Digital teaching competences in the learning process at Bluefields Indian & Caribbean University

Abstract

The study analyzed the digital competencies of the faculty at the Regional University Center of the Bluefields Indian & Caribbean University in El Rama city on the South Caribbean Coast of Nicaragua. The aim of the research was to identify the level of technological proficiency and the integration of digital skills into the pedagogical practice. A case study was conducted using a qualitative approach through the application of surveys to teachers, as well as implementing classroom observations to contrast self-reported perceptions with practical evidence. The results indicate that, although faculty regularly use basic digital tools such as computers, office software, and communication platforms, their usage is primarily oriented toward presentations and operational purposes. Observation confirmed that the technological integration in the classroom remains at an instrumental level, lacking activities that promote active or collaborative learning. While most teachers perceive themselves as adaptable to technological changes, this readiness is limited by poor institutional support, the absence of specialized training, and infrastructure constraints. In conclusion, the findings reveal that the faculty’s digital competencies are at an initial phase, characterized by functional, but minimally innovative use. The study recommends strengthening capacities through continuous training, sustained technical support, and the promotion of pedagogical strategies that facilitate the creative and meaningful use of technology in university teaching.