Digital Competence, Device Access, and Classroom Practices in Higher Education

Abstract

Abstract

This article explores the relationships between digital competence, access to digital devices, and digital practices among Portuguese higher education professors, emphasizing the need for digital proficiency in today’s educational landscape. A quantitative approach was employed, with data from 846 professors collected through a questionnaire and analyzed using inferential statistics, including t tests, Cohen’s d for effect size, and Pearson correlation coefficients. Results highlighted statistically significant differences in digital competence associated with the use of mobile devices, excluding mobile phones, with medium effect sizes. All digital practices showed statistically significant differences, with effect sizes ranging from medium to large. Notably, digital competence correlated more strongly with the number of digital practices in the classroom than with the number of digital devices, indicating that active engagement in digital practices may play a more important role in developing digital competence than mere access to digital devices. These findings suggest that educational policies should focus not only on providing access to digital tools, but also on integrating these tools effectively into pedagogical practices to enhance educational outcomes and prepare educators and students for a digital future.