Quintero Cordero Yolvy Javier

Integrating Information and Communication Technologies into higher education demands the incorporation of digital competencies into educators’ professional profile. However, the teachers’ digital competencies require continuous updating in line with emerging technological developments. Educational institutions must establish sound policies to evaluate faculty digital skills and design targeted professional development pathways. This study addresses these needs by investigating the digital teaching competencies of faculty members at a university in Quito, Ecuador, through an explanatory sequential mixed-methods case study design. The primary contribution of this manuscript is a baseline institutional procedure for assessing teachers’ digital competencies. Based on these assessment findings, the study also introduces the Digital Competencies Training Program (DCTP), an institutional professional development initiative. The research was conducted in two phases. In the quantitative phase, the DigCompEdu Check-In instrument was administered to 87.5% of the university faculty. The qualitative phase comprised document analysis and semi-structured interviews with key informants. This study demonstrates how an empirical diagnostic baseline underpins an actionable continuous professional development program in higher education.