Initial self-perception and level of digital competence of university teaching staff

Teachers in our educational context have been submerged by technological advances, causing changes in their functions, academic management and communication, becoming guides, mediators, facilitators and motivators of significant and relevant learning processes. This situation reflects the importance that teaching digital competence currently assumes. This article presents a study carried out on the teaching staff of the University of Cadiz, whose objectives are to know the technological profile and digital competence level of the university teaching staff, as well as the existence of significant differences in the self-perception of teaching digital skills according to the branch of knowledge to which they belong. For this, an ex post facto descriptive methodology was used, which allows it to be applied once the event has already happened, using the DigCompEdu Check-in questionnaire as an instrument. Among the results obtained, the following can be highlighted: the need to provide greater relevance and institutional support to training in digital teaching competencies, the need for a greater training offer for university teaching staff in the face of scarce digital teaching competence, It is also shown that the branches of Knowledge can condition the development of digital teaching competence in the teaching staff. The study carried out opens the way towards the possibility of contemplating as a training plan the creation of a training environment that, under the architecture of t-MOOC, offers, free of charge, training for university teachers.