Condicionantes contextuales en el desarrollo del modelo TPACK: percepciones académicas sobre competencias digitales en educación superior

Abstract

In the current university environment characterized by constant digital transformation, demands for pedagogical innovation, and processes of globalization and internalization of knowledge, it is essential for instructors to develop advanced digital competencies that allow them to innovate and adapt their practices according to the specificities of each discipline and training context. The purpose of this study is to describe the configuration of digital competencies that instructors report having based on pedagogical, technological, disciplinary, and contextual knowledge according to the TPACK model. The perceptions of instructors from six faculties of a Chilean state university were investigated using a qualitative approach with a phenomenological design, applying semistructured interviews. Thematic analysis was conducted using NVivo 14 software. The results reveal that the intersection between pedagogical, technological, and disciplinary knowledge is strongly conditioned by contextual factors. At the same time, recognition is given to the value of technologies in enriching teaching practices. but this is limited by structural and institutional barriers, student characteristics, and perceived levels of technological self-efficacy. The findings reinforce the need to establish relevant, sustained, and contextualized digital skills training pathways aimed at strengthening university teaching practices