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Conference Agenda

Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).

Please note that all times are shown in the time zone of the conference. The current conference time is: 24th Aug 2026, 05:32:49am America, Santiago

Daily Overview

Session

32D: Engineering Education
Virtual location: VIRTUAL: Agora Meetings

Presentation 2

10:28am - 10:36am

Digital competence in engineering: gap between institutional-policy and teaching practice

Angela Fremiot Rodriguez Armas¹, Silvia Mabel Cachay Salcedo², Rosa Amable Salcedo Dávalos¹, Violeta Claros Aguilar de Larrea¹, Pamela Maidolly Torres Moya¹, Luis Fernando Campos Contreras³, Shirley Lilette Rodriguez Chamorro⁴

1: Universidad Nacional de Trujillo - (PE); 2: Universidad Peruana Unión - (PE); 3: Universidad Nacional Pedro Ruiz Gallo - (PE); 4: Universidad César Vallejo - (PE)

Abstract– Purpose: This study addresses the digital competence of engineering education teachers, evaluating the relationships between the institutional framework and teaching practices in the field of Peruvian higher education. It is a quantitative, descriptive-analytical, non-experimental, and cross-sectional design applied to a sample of 212 engineering program teachers. The results highlight a structural gap between teachers' measured recognition of the institutional framework for this competency (M=4.019) and the viability of available resources (M=2.736). At the end of the teaching practices referred to, the averages awarded to the dimensions of training and updating (M=4.409), methodological use (M=4.291), and collaboration (M=4.216) indicated favorable levels. Statistically significant, albeit moderate, correlations (ρ=0.144 to 0.214, p<.05) were found between the context and the dimensions. No differences were found between years of experience. It is established that the institutional framework is a facilitating factor, but not a determining one, in teaching competence. There is also evidence of a disconnect between declarative regulatory structures and the material conditions of implementation, with impacts on SDG 4 and SDG 9.