Digital skills: teacher's perspective in the teaching process for secondary school students

Abstract

Technology has become increasingly important in recent decades, enabling teachers and students to acquire basic, intermediate, and advanced digital skills. This study aimed to explore teachers' perspectives on digital competencies in the learning process for secondary school students. The methodology employed a qualitative, phenomenological-interpretive design. Interviews were conducted using an interview guide, with five versioners from a public school in Nepeña, Peru, participating. Content analysis facilitated the selection of categories and subcategories that best represent the meaning of the participants' words. The results show that the main category that emerged was "teacher digital competence," along with the following subcategories: professional commitment, digital content, teaching and learning, assessment and feedback, student empowerment, and facilitating students' digital competence. Therefore, it can be concluded that teachers' understanding of digital competencies in the learning process of secondary school students is progressively developing within the analyzed context, with a favorable disposition among teachers to incorporate technologies into their daily pedagogical practice. However, significant challenges remain related to teacher training, technological infrastructure, internet access, and the availability of digital resources.