Analysis on Uses, Attitudes, and Technological Knowledge Gaps in University Professors

Abstract

While Information and Communication Technologies (ICT) have gained ground across higher education, technical disciplines with strong field traditions—such as Agricultural Engineering—face unique challenges when shifting from traditional practice to digital environments. This study examined the current state of technology integration among faculty members in the Agricultural Engineering Academic Program at the Autonomous University of Nayarit (UAN). Specifically, it explored how professors utilize digital tools, their underlying attitudes toward technology, and the main knowledge gaps impacting their teaching practices. A quantitative, cross-sectional census approach was conducted with all active program faculty (N = 40), gathering data through a comprehensive survey instrument (alpha = 0.89). Findings show a strong, positive disposition toward digital adoption. Nearly 80% of respondents consider ICT essential for university teaching, 93.75% acknowledge its value in boosting routine productivity, and 92.5% express a clear desire for further professional training. However, actual implementation remains largely instrumental. While basic office software, email, and web searches are fully integrated into daily routines (100%), more than half the staff reports little to no experience with virtual learning platforms, videoconferencing tools, or multimedia resource design. Key obstacles include self-reported technical-pedagogical gaps (32.5%), resource constraints, and an isolated work dynamic where 56.25% of teachers never collaborate with peers to plan tech-based activities. In conclusion, positive faculty attitudes alone are insufficient to bridge the digital divide. Sustainable progress requires targeted, discipline-specific pedagogical training, institutional investment in infrastructure, and formal collaborative spaces to move from basic operational usage toward meaningful technopedagogical mediation.