Assessment of the proficiency level in digital competences of higher education professors in Portugal

This study aims to evaluate the level of digital competence of higher education professors in Portugal. The methodology used was a survey involving an online selfassessment questionnaire based on DigCompEdu, a framework developed and validated in the European Union. The survey collected data in three dimensions: personal (gender, education level, age group and length of career), teaching (cycle level and course modality), and institutional (institutional category, institutional funding sector and administrative region). Six hundred ninety-five participants answered the questionnaire. Data analysis involved the application of statistical techniques such as Student's t-test and ANOVA. The results indicated an intermediate proficiency level in the professors' digital competences. No statistically significant effects were detected for variables such as gender, age group, length of career, institutional funding sector or administrative region. However, professors with a higher level of education and who teach at higher education levels (master's and doctorate) remotely and in polytechnic establishments showed a higher level of digital competence. The study identified needs in terms of developing frameworks that address online higher education and the development of continuios training for professors to foster improvements in their level of digital proficiency.