Resumo

TORRES CHIPANA, Amalia; ESPINOZA RIVAS, Germán Rafael; ZULOAGA CANDIA, Pablo Rubén  e  RIMASCCA RODRIGUEZ, Ivonne Karin. Digital literacy in higher education teachers. Revista InveCom [online]. 2024, vol.4, n.2, e040264.  Epub 02-Ago-2024. ISSN 2739-0063.  https://doi.org/10.5281/zenodo.10714274.

The aim of this article is to generate spaces for reflection on the analysis and theoretical review of the concepts of digital literacy (DA) in higher education teachers. This arises from the fact that, due to the COVID-19 pandemic, teachers were forced to rethink their teaching modalities and strategies, adopting the use of digital technologies to teach their courses remotely. The methodology used is documentary with a qualitative approach. The search for information was carried out in databases such as Scopus, ProQuest, Ebsco, Scielo and digital repositories of universities, using the terms "digital literacy", "teachers" and "higher education" as descriptors. The search period spanned from 2020 to 2022, with an emphasis on studies on the experience of university teachers during the pandemic. In conclusion, it is proposed that DA should be a priority challenge for higher education teachers, due to the need for students to arrive with greater digital skills developed from basic education, so that they have a positive impact on their tertiary academic performance.

Palavras-chave : digital literacy; higher education teachers; digital skills.

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