Banca de DEFESA: FRANCISCA SORAYA RODRIGUES DE MACEDO FARIAS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : FRANCISCA SORAYA RODRIGUES DE MACEDO FARIAS
DATE: 29/08/2025
TIME: 10:00
LOCAL: Auditório da secretaria de educação a distância da UFRN
TITLE:

DIGITAL COMPETENCIES IN HIGHER EDUCATION TEACHING:A UFRN STUDY THROUGH THE LENS OF DIGCOMPEDU

KEY WORDS:

Continuous teacher training; digital competencies; DigCompEdu.

PAGES: 110
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

In an increasingly interconnected and dynamic world, where information circulates rapidly, developing digital pedagogical competencies that foster meaningful learning and student engagement by integrating Digital Information and Communication Technologies into the educational process is fundamental. In this context, Brazil's National Digital Education Policy aims to prepare citizens to face the challenges of digital transformation, developing essential digital competencies for both the professional world and life in an increasingly technological society. Considering that the Federal University of Rio Grande do Norte (UFRN) has a department responsible for the continuing education of its staff, this research seeks to answer the following question: How has the continuing education provided to UFRN faculty contributed to the development of their digital pedagogical competencies? To address this question, the general objective of this research is to propose guidelines for improving the continuing education programs offered to UFRN, based on identified gaps and training needs in digital pedagogical competencies, utilizing the DigCompEdu framework. Specific objectives include: a) analyzing the course plans offered by PROGESP (UFRN's Pro-Rectory of People Management) to UFRN over the past three years to identify which digital competencies were addressed; b) analyzing the current level of digital pedagogical competencies among UFRN faculty based on the DigCompEdu framework; and c) developing a diagnosis outlining the weaknesses and primary training needs for UFRN faculty based on DigCompEdu. The theoretical framework for this research encompasses themes such as faculty training, teaching competencies, digital teaching competencies, self-assessment instruments, and the DigCompEdu model. This framework is complemented by a systematic literature review describing existing knowledge on the subject in Brazil and abroad. The methodology is based on mixed methods, employing a sequential explanatory design to compare the institutional perspective with faculty self-perception. Data collection involved: a) document analysis of course plans offered to UFRN faculty over the past three years; and b) a DigCompEdu survey (Check-in) to map faculty digital competencies. Data analysis utilized: a) content analysis based on Saldana's coding method; and b) descriptive statistical analysis of the survey results. As a result, the research identifies weaknesses in the training programs offered by UFRN concerning the Assessment digital pedagogical competency, which was also confirmed as the lowest-scoring digital competency among Check-in respondents. Conversely, the most frequently addressed digital pedagogical competency in the courses was Teaching and Learning, which also emerged as the highest-scoring area among respondents in the DigCompEdu diagnostic analysis. The results of these analyses informed the development of guidelines, which comprise a technical report, the product of this research. It is expected that this product will contribute to decision-making regarding future digital competency training programs offered by UFRN. Thus, this research can positively assist not only in the continuing education of faculty at UFRN but also in other institutions that adopt the same method, thereby promoting digital inclusion and the transformation of these professionals' pedagogical practices.

COMMITTEE MEMBERS:
Presidente - 3229319 - APUENA VIEIRA GOMES
Interno - 2178446 - DENNYS LEITE MAIA
Externa à Instituição - SUSANA HENRIQUES