Acquisition and development of digital competences among Salvadoran university professors

Abstract

This study examined the acquisition and development of digital competencies among university faculty, and it also analyzed how these skills are applied in professional practice. Using an interpretative qualitative approach with an explanatory crosssectional design, the research combined in-depth interviews with three virtual education directors and structured observations of 24 virtual classrooms across three Salvadoran universities. Findings reveal that faculty members have made limited progress in developing educational technology competencies for instructional planning in both virtual and blended learning environments.