Digital teaching competencies and university social responsibility: the impact of ICTS at the faculty of political science and international relation - Universidad Autónoma de Nuevo León

Abstract

Information and Communication Technologies have revolutionized the way society as a whole approaches tasks across all domains. Education is no exception, and teachers now face the need to distribute knowledge through both face-to-face and remote practices, adapting to the virtual tools that have emerged. This is where the institution’s University Social Responsibility (USR) comes into play, as educators strive to gather the necessary tools to define an appropriate space (physical and/or virtual) that fosters the inclusion of students with different types of intelligences and offers didactic possibilities that ensure quality education for all learners. This study aims to identify the factors that contribute to USR by examining the elements that determine the level of knowledge, adaptation, use, and logistics of ICTs as a virtual teaching strategy. Data collection was carried out through a questionnaire in February and March 2024. This quantitative, descriptive, cross-sectional project outlines the preparation teachers have undergone in acquiring and learning digital competencies, as well as their mastery and adaptation to virtual environments for delivering learning units in traditional, non-traditional (remote/ on-line), and hybrid formats.Through a factorial analysis, the collected data was validated, revealing that teachers not only adapted to the new virtual competency environment but also adopted it as a recurring practice in their classroom instruction, achieving best practices that support the institution’s current educational offerings.