Digital Competence in University Lecturers: A Meta-Analysis of Teaching Challenges
Marta Liesa Orús, Raquel Lozano-Blasco, Lorena Arce-Romeral
Abstract
This meta-analysis (random effects) studies the self-perceived digital competence of university lecturers in university teaching, using 7470 lecturers from Europe and Latin America collected in K = 31 samples, with teaching experience of between 6 and 15 years. The effect size obtained from a moderate random effects model of r = −0.21 with a 99% confidence interval is significant, negative, and moderate, confirming the low competence level. The meta-regression results show that the area of knowledge plays an important role. The systematic review of the literature shows that the perception of ICTs is positive, while the level of competence is low, and there are institutional and training challenges to be solved.