<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2739-0063</journal-id>
<journal-title><![CDATA[Revista InveCom]]></journal-title>
<abbrev-journal-title><![CDATA[Revista InveCom]]></abbrev-journal-title>
<issn>2739-0063</issn>
<publisher>
<publisher-name><![CDATA[Asociación Investigadores Venezolanos de la Comunicación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2739-00632025000402053</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.14816674</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Competencia digital y práctica docente en clases virtuales para el segmento adulto de una universidad privada]]></article-title>
<article-title xml:lang="en"><![CDATA[Digital competence and teaching practice in virtual classes for the adult segment of a private university]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Abanto Buitrón]]></surname>
<given-names><![CDATA[Shirley Juliane]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Chimbote ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>5</volume>
<numero>4</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2739-00632025000402053&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2739-00632025000402053&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2739-00632025000402053&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El propósito de este estudio fue determinar la relación entre la competencia digital y práctica docente en clases virtuales para adultos en una universidad privada durante 2024, en alineación con el Objetivo de Desarrollo Sostenible 4 (educación de calidad) de la Agenda 2030. La investigación fue de tipo descriptivo básico, con enfoque mixto y diseño correlacional-explicativo secuencial. La población estuvo conformada por 485 docentes de una universidad privada, de los cuales se seleccionó una muestra probabilística de 216 docentes. Para la recolección de datos, se emplearon cuestionarios validados: DigCompEdu Check-In, con 22 ítems y seis dimensiones para evaluar la competencia digital, y otro cuestionario con 28 ítems para medir la práctica docente. Además, se utilizaron focus groups, observación y análisis documental. El análisis de correlación de Spearman evidenció una correlación moderada positiva (0.585, p&lt;0.01) entre ambas variables, mostrando que, a mayor competencia digital, mejor desempeño docente. Se concluyó que fortalecer la competencia digital en los docentes contribuye a una práctica pedagógica de mayor calidad, identificándose oportunidades en el uso de herramientas interactivas y metodologías colaborativas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The purpose of this study was to determine the relationship between digital competence and teaching practice in virtual classes for adults at a private university during 2024, in alignment with Sustainable Development Goal 4 (quality education) of the 2030 Agenda. The research was of a basic descriptive type, with a mixed approach and a correlational-explanatory sequential design. The population was made up of 485 professors from a private university, from which a probabilistic sample of 216 professors was selected. For data collection, validated questionnaires were used: DigCompEdu Check-In, with 22 items and six dimensions to assess digital competence, and another questionnaire with 28 items to measure teaching practice. In addition, focus groups, observation and documentary analysis were used. Spearman's correlation analysis showed a moderately positive correlation (0.585, p&lt;0.01) between both variables, showing that the greater the digital competence, the better the teaching performance. It was concluded that strengthening digital competence in teachers contributes to a higher quality pedagogical practice, identifying opportunities in the use of interactive tools and collaborative methodologies.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[práctica docente]]></kwd>
<kwd lng="es"><![CDATA[educación virtual]]></kwd>
<kwd lng="es"><![CDATA[competencia digital.]]></kwd>
<kwd lng="en"><![CDATA[teaching practice]]></kwd>
<kwd lng="en"><![CDATA[virtual education]]></kwd>
<kwd lng="en"><![CDATA[digital competence]]></kwd>
</kwd-group>
</article-meta>
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