University teachers' self-perception of digital research competencies. A qualitative study conducted in Peru

Abstract

Previous research warns about the limitations that some university teachers in Ibero-America have in relation to digital research competencies. The objective of this research was to analyze the research competencies from the university teacher's self-perception, contrasted with the classroom evaluation. The study had a qualitative approach. Interviews were conducted via the Zoom virtual platform, and recordings (of an average of 4 h each) of classes delivered by 10 teachers with an average age of 58 years old, in charge of scientific research courses at the postgraduate level in Peruvian universities were analyzed. The instruments used included an in-depth interview guide and a checklist. The results show that university teachers perceive themselves as specialists in the area of research, however, they present limitations when transmitting knowledge during the teaching-learning process. There is evidence of a lack of pedagogy, as well as limitations in the use of digital resources and technological tools due to their resistance to change. The conclusions reveal that it is key to make teachers aware of the paradigm shift, with a teaching that includes as digital competencies: knowing how to create and manipulate data, knowing how to use programs and information systems, knowing how to socialize and collaborate in digital environments, knowing how to exercise and respect a digital citizenship, knowing how to manage knowledge assertively, and, as we propose in this paper, knowing how to be a researcher in a digital environment.

Introduction

The competencies of university teachers are capabilities and skills that the professional assumes to successfully perform his or her educational role (Guasch et al., 2010; Sirotová, 2016). Research competency is the set of skills, knowledge, and attitudes to enable the confident, creative, and critical use of technologies and systems in an increasingly digital world (Welsh Government, 2018). Among the competencies of university teachers are digital research competencies, which are categorized into informational competencies and the use of technology (Ramírez-Armenta et al., 2021), which must be in tune with the expectations of digital native learners (Vitvitskaya et al., 2022).

Recent research on competencies in the use and mastery of technology describes the limitations of university teachers. A previous study conducted in Ecuador in relation to the digital competencies of university teachers, showed the need to evaluate digital competencies from the level of training, type of university, years of service, level of experience, discipline, cultural context, among others, in order to predict the nature of the use of digital technology in the teaching-learning process (Basantes-Andrade et al., 2020). Similarly, Ramírez-Montoya et al. (2021) analyzed the teaching profile from the perspective of a specialized professional, with innovative skills, complex problem solving, entrepreneurship, collaboration, international approach, leadership, and connection with social needs. In that country, as in its Latin American neighbors, higher education institutions are called upon to take on the challenge of training and updating the knowledge of teachers, enabling them to develop digital competencies. Due to the respect for laws related to university autonomy, national institutions that ensure the quality of education require only reports with evidence of training. There are no clear requirements on what content should be included in training plans, so each university develops its own training plan with the topics that are assumed to be the priorities, with differences between institutions.

Another previous study, conducted in Spain, was able to successfully deepen on the digital competences used by university teachers during the evaluation system where they integrate applications and mobile devices (Rodríguez-Hoyos et al., 2021). In the same country, another study, this time with a quasi-experimental design, evaluated the digital competences of teachers to know the development of this competence from face-to-face and virtual education; its results showed low scores in the virtual education group, both in the pre-test and post-test; concluding that the lack of digital training of teachers with traditional methodological practices limit the effectiveness of learning (Romero Tena et al., 2021). Also, in Spain, a study was conducted with a sample of 230 university teachers, the results showed that the teacher's perception of skills does not correspond to the evidenced (García-Llorente et al., 2020).

Digital competencies during teacher training, should be a responsible priority for the development of optimal processes (Cobo, 2019; Girón-Escudero et al., 2019; Suyo-Vega et al., 2022).

In Mexico, a study was conducted on research competencies in the use of ICTs, highlighting the opportunities to face situations during the research process, which is carried out through the socialization of information, identification of groups participating in congresses and with scientific publications, and others who lack knowledge or interest in developing it (George-Reyes and Salado-Rodríguez, 2019; Vitvitskaya et al., 2022).

The term research competence in relation to the digital environment was coined as a process that begins with the analysis, reflection and assessment to disseminate knowledge (Ilomäki et al., 2016; Çebi and Reisoglu, 2020).

The digital skills acquired by the university teacher allow the development of new knowledge and make the most of the potential of technologies and increase the level of digital literacy (Rama, 2014; Silva Quiroz and Lázaro-Cantabrana, 2020; García Vélez et al., 2021). Research conducted in the early phases of the COVID-19 pandemic identified a growing gap between those with and without resources and technology training in the Americas and the Caribbean; however, the need to continue educational service motivated educational institutions to provide ongoing training for teachers and students, which favored digital technological inclusion (Robinson et al., 2020). Technology, in conjunction with knowledge management, improves the quality of intellectual outputs produced by both teachers and university students.

Similarly, the lack of familiarity with the terminology information literacy is a latent problem in university teachers and students, since the terms bibliography, citation, keywords, full text, abstract, database, peer review, journal, catalog, open access, journal title, scholar, source, among others, should be cultivated during academic training (Morales and Rivoir, 2020; Cantú Mata et al., 2021). Therefore, information literacy should be established as a transversal axis in all actors of the university community (Schaub et al., 2017). From what has been expressed, the need to develop informational competencies is broken down, which includes the analysis of impact and indexed journals, which serve as theoretical support and easy access, with the use of bibliographic managers such as Mendeley, Zotero, EndNote, Biblioscape, among others.

Likewise, the aforementioned cases should motivate the insertion of technologies in the university environment, since it generates changes in the way of learning, teaching and researching. In the university environment there is a need to search, select, and organize, and then analyze the vast amount of relevant information and subsequent dissemination of findings (George-Reyes and Salado-Rodríguez, 2019; Alva de la Selva, 2020; Escofet, 2020).

Thus, the development of inquiry processes should be a central activity in the university field, where teachers and students should develop knowledge in connection with the use of technology, in the virtual modality (George Reyes and Ramírez Martinell, 2019; Fernández Tapia, 2021; Contreras Pardo and Vera Sagredo, 2022). It is necessary to promote in teachers a renewed commitment to knowledge and information, allowing them to assume specific competencies (Villarreal-Villa et al., 2019). Ongoing teacher training and updating allows the acquisition of digital competencies (Cabero-Almenara et al., 2019; Morales and Rivoir, 2020; Alvarez-Flores, 2021; Barragán Sánchez et al., 2022).

This research has theoretical justification (Fernández Bedoya, 2020). There is still a gap in the literature related to the self-perception of digital research competencies, with emphasis on Latin American countries such as Peru. In view of the above, it is necessary to investigate with orientation the work of university teachers, in relation to informational competencies, which are linked to research activities (De los Santos Lorenzo and Martínez Abad, 2021). The following research questions were posed: How does the university teacher perceive himself/herself on digital research competences? What deficiencies does the university teacher present in the observed class sessions? How to improve the digital research competences of the university teacher? The answers of the participants and the observation carried out in the classroom, seek to answer the questions to analyze the limitations and enhance the digital research skills that remain in constant evolution.

Materials and methods

The research was developed under the qualitative approach, which contributes to the consolidation of different prior knowledge on the subject (Salgado Lévano, 2007).

The research presents an exploratory level, which began with the formulation of the research problem and continued with the mapping and approach to the object of study, and continued with the sampling of characteristics of being open, relational-fluctuating and discriminative (Quintana Peña, 2006).

For the collection of information, in-depth interviews were designed to identify meanings and conceptions about the subject of study (Troncoso-Pantoja and Amaya-Placencia, 2017), according to the variable, category referred to and competencies (Table 1).

The information on teachers' self-perception was collected and divided into categories and subcategories related to information competencies and use of technology. The instrument used (checklist) was used to assess the recorded virtual classroom sessions, contrasting the answers given with the revalidation during the classroom sessions to identify the teachers' deficiencies. In this case, each teacher was asked for links to class recordings created using the zoom program, which had an average duration of 4 h.

Both the interview and observation instruments are attached to this article as Supplementary material. The original language is Spanish, although there is an English version translated by the authors for an international audience.

The information was gathered from 10 university teachers over a 12-week period between July and December of 2021. Due to the late start of classes at various educational institutions, we began in August in some circumstances. The principle of theoretical saturation proposed by Glaser and Strauss was followed (Almarza Franco and Pirela Morillo, 2016).

The main characteristics of the teachers were that they were all graduate-level teachers in charge of courses related to scientific research, mostly women, with an average age of 58 years and with at least 15 years of experience in university teaching. Table 2 shows the particular characteristics of each teacher participating in the study.

Table 3 provides details of the date of the interview and classroom observation for each teacher. Each participant was assigned a code to protect her/his identity. This code details the age and sex of the university professor (e.g., in the case of subject I50M1, the “I” indicates that an interview was applied to him, the “50” that he is 50 years old, the “M” that he is male, and “1” that he is the first male to be interviewed).

Regarding the ethical criteria followed, the researchers guaranteed that the information provided was unpublished and original. For the execution stage, the voluntary collaboration of university teachers was requested, who gave their informed consent, respecting the autonomy, anonymity, dignity, and fairness of the interviewees (Rétali, 2017).

With regard to the criteria of credibility, transferability, dependability, and confirmability, Table 4 shows the strategies followed to ensure methodological rigor and trustworthiness, according to Korstjens and Moser (2018).

Results

The results are divided into two subcategories: Informational competence (Table 5) and technology use (Table 6). The execution took place in two moments: the first comprised the interviews, and the second the review of the recorded sessions of the class.

The university teacher evidences experience in scientific research, but publications in high impact journals are a real challenge for them to consolidate competences in the university environment.

After analyzing the testimonies of the key participants, an evaluation was made of the recordings of the class sessions, which were submitted voluntarily. The purpose was to contrast the development of the sessions, to analyze the development of informational competence and the use of technology (Table 7).

Finally, we proceeded to the triangulation process of the theoretical bases alluding to self-perception of digital research competencies. From the triangulation, the competencies to be strengthened are shown in Table 8.

Discussion

The results show a redefinition of the self-perception of university teachers, which is a challenge that entails professional competence according to international standards.

In the development of informational competencies, it is evident that the teacher develops them at an acceptable level according to the graduate level. The testimonies prompt reflection and analysis of the phenomenon in Latin American countries such as Peru. A teacher is usually considered a specialist due to his or her work experience and years of teaching a specific course, but without checking whether he or she has published in indexed journals, revealing deficiencies in the development of reading, writing, and scientific writing, among other things. In addition, it was identified that the exhaustive use of digital tools is not always of interest for the purposes of the teacher's research, as referred by the key participants; this is consistent with previous studies in the region, where it is shown that graduate students and teachers only use the tools for research when they are obliged to do so (George Reyes and Ramírez Martinell, 2019). Inclusively, university teachers have limited knowledge about methodologies, data management, specialized software for quantitative and qualitative approaches and data managers, which clearly affect the quality of their manuscripts, not achieving their acceptance for publication (Alvarez-Flores, 2021).

In this regard, the development of digital research competencies implies establishing ethical attitudes in the responsible use of copyrighted information, which should be properly referenced. The key participants indicate that they do not always cite the information they find on the network because they do not know the world citation standards, so they simply take them as a base input to prepare the material for the students, assuming them as their own. The university teacher is capable of performing effective searches, but still requires strengthening information search competencies in specialized journals, which is consistent with the literature explored (George Reyes and Ramírez Martinell, 2019).

To enhance digital research skills, it is necessary to be emotionally and academically prepared to the criticisms of the editor or reviewers of a scientific journal, overcoming the fear of rejection or failure and developing resilience to overcome the challenges involved in a publication (Romero Tena et al., 2021). The use of technology in the research process is not limited to knowing the Internet browser or efficiently using virtual publishing media, because the teacher must develop more extensive digital knowledge that complements research activities with information and communication technologies. In addition, to enhance digital skills and competencies, teachers must create content and use technology to teach classes (Alvarez-Flores, 2021). Based on digital citizenship, the teacher builds his or her work and the authorship of others, joining new information without plagiarism, because he or she builds knowledge from precedents, applying a research culture according to ethical principles and good practices (García Vélez et al., 2021).

The professional development of university teachers requires a pedagogical education with training in the use of different platforms and digital materials; being the responsibility of the university to reinforce the competencies and capabilities of the teacher, because experts in their area are recruited, but with limitations in pedagogy, which limit the dynamization of the student's knowledge (García Vélez et al., 2021). Likewise, the study reveals contradictions related to the self-perception and verification of the indicators of achievement of research competencies, because there is evidence of deficiencies in the competencies related to the use of information and digital tools. In addition, the described scenario indicates that universities assiduously promote training and coaching for teachers in research competencies, however, it is observed that teachers do not actively participate, even though the institutions coerce them to attend such academic events.

This current scenario confirms the lack of awareness, overvaluation and conformism of teachers, who remain in their traditional pedagogy, which prevents them from developing adequate digital research skills. It becomes a clear reason for resistance to receive adequate training in this area, since the existing results put at risk the quality of educational services, because training deficiencies continue to be transferred to new generations and it is necessary to change urgently, the paradigm of the university teacher.

In this sense, it is essential to develop critical, reflective and decisive thinking, with a drive for improvement and transcendence that should be reflected through scientific publications. The key participants of this research have the profile of researchers because they have already presented research projects or published academic books, but they do not dare to publish scientific articles in high impact journals due to digital deficiencies and language barriers. There is an urgent need for training in the use of specialized programs to improve publications and respect digital citizenship through the correct use of bibliographic managers, thus avoiding the rejection of manuscripts due to inconsistencies in citation and referencing. Digital competencies should be combined with the attitude and skills, because they will increase the quality of writing, the transparency of research and cooperative and collaborative work, and know how to be a researcher in a digital environment (Figure 1).

Figure 1

Limitations and future research

It is necessary to pay attention to the work of university teachers, considering the training needs in information competencies. It should be recognized that there are training deficiencies and enhance those already identified to achieve the acquisition of digital research skills.

Qualitative research captures new beliefs, has fewer limitations, is more versatile, and is more focused. It also allows researchers to speculate and insert themselves more into the research study. However, there are methodological limitations to declare.

The sample size (10 individuals) may be considered sufficient for some researchers, but not for all. We have tried to obtain as many quality records as possible, and we believe that the data collected from the 10 study subjects allowed us to understand the study phenomenon adequately.

Despite having applied the strategies of prolonged engagement and persistent observation, it is possible that there were potential biases in the responses, which would not represent 100% of the opinions and actions of the study subjects.

When calling for the study, it is possible that “self-selection bias” was unintentionally incurred, since there was no randomization in these cases. Applying randomization criteria would imply changing the process from qualitative to quantitative methods.

Due to the qualitative nature of this scientific publication, it was not possible to adequately quantify the degree of digital research competencies in the context of the study using a questionnaire. However, qualitative research allows having a deep knowledge of the observed reality, so it is accurate to obtain the university teachers' self-perception of digital research competencies, the main topic of this study.

In future research, we will investigate in depth based on "knowing how to be a researcher in a digital environment,” considering another sample size, with segmentation by age, specialty, academic training and place of origin.

Funding

This study was carried out and funded by the Universidad César Vallejo, within the framework of the work plan outlined in RVI N° 052-2019-VI-UCV.

Publisher's note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

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