Espirales. Revista multidisciplinaria de investigación científica, Vol. 7, No. 46
July - September 2023. e-ISSN 2550-6862. pp 1-13
DOI https://doi.org/10.31876/er.v6i44.833
Development of digital competencies for teachers of the
virtual modality in Higher Education
Desarrollo de competencias digitales para docentes de la modalidad virtual en
Educación Superior
Ember Geovanny Zumba Novay*
Maritza G. Méndez-Ortega*
Received: January 23, 2023
Approved: Febrary 22, 2023
* Maintenance Engineer, Industrial Management
and Production Engineer, Master in Industrial and
Process Design, Riobamba, Ecuador.
ember.zumba@upec.edu.ec
https://orcid.org/0000-0002-2121-8418
* Marketing Engineer, Master in Technology and
Educational Innovation, Universidad Politécnica
Estatal del Carchi, Tulcán, Ecuador.
maritza.mendez@upec.edu.ec
https://orcid.org/0000-0003-3889-6247
Resumen
The introduction of digital tools and resources arises as a response to
technological advances, but to develop an adequate technological
education it is not enough to introduce digital resources, but also to
educate and develop the digital competencies of teachers and
students. Currently, digital competencies are considered enablers of
the knowledge society and both students and teachers should
consider their participation in virtual environments as a development
opportunity. The present study analyzed the digital competencies of
50 teachers of the Polytechnic School of Chimborazo (ESPOCH) in
their pedagogical praxis. The survey technique was applied with a
non-probabilistic purposive sampling method using the
questionnaire as an instrument. The main results showed that there is
an inverse relationship between the age of teachers and the use of
ICT. However, teachers are able to create their own digital content
and educational resources especially those with a working experience
between 1 to 5 years and between 6 to 10 years. This study concludes
and recommends continuous training of teachers in the use of ICT to
improve their teaching-learning process.
Palabras clave:
active learning, e-learning, digital competences,
information technologies.
With respect to the upbringing of children, customs have advanced
significantly. In ancient times it was conceived that children should be
ignored and that they did not begin to be taken into account until
very late in childhood; gradually society has evolved and with it the
approaches to a humanized relationship between adults and children.
It is becoming more and more constant and at the same time relevant
the actions that lead to enjoy the child-adult relationship. Propitiating
a pertinent emotional and social development, not only in the family
environment but also in the educational spaces; spaces where specific
cultural and social pillars are cemented that contribute in an effective
way to a better progress in the individual. The games strengthen the
roles and position the individual in the most characteristic aspects of
his personality.
Cite this:
Zumba, E., Méndez-Ortega, M.
(2023). Desarrollo de competencias
digitales para docentes de la
modalidad virtual en Educación
Superior. Espirales Revista
Multidisciplinaria de investigación
científica, 7 (46), 1-18.
Development of digital competencies for teachers of the virtual modality in Higher Education.
Espirales. Revista multidisciplinaria de investigación científica, Vol. 7, No. 46
July - September 2023. e-ISSN 2550-6862. pp 1-13
2
Introduction
The closure of educational establishments, from schools, colleges, to institutes and
universities of higher education due to the COVID-19 pandemic, has caused an
accelerated change in the methods and modalities of teaching, moving from face-to-
face education to virtual or remote education (Gomez et al., 2020).. This transition
forced both students and teachers to adapt to a new normality and new methods with
different ways of teaching and learning.
The introduction of digital tools and resources arises as a response to technological
advances, but to develop an adequate technological education it is not enough to
introduce digital resources, but also to educate and develop the digital skills of teachers
and students. (Andrade, 2022). Although most teachers have some knowledge in digital
technology, it is necessary to enhance these competencies and strengthen them, as
they play a key role in today's education.
Within digital competencies, significant changes have been made through initiatives
aimed at implementing the use of new information and communication technologies
(ICT) in the classroom to increase the chances of achieving the learning objectives of
students, supported by teacher training that allows the use of these technologies to
reduce the digital divide between teachers and students (Quiroz and Quiroz, 2019)..
The creation of digital competencies is linked to the appropriate application of
knowledge and skills in virtual environments, as well as ICTs and interaction and
Resumen
La introducción de herramientas y recursos digitales surge como
respuesta a los avances tecnológicos, pero para desarrollar una
educación tecnológica adecuada no basta con introducir recursos
digitales, sino también con educar y desarrollar las competencias
digitales de profesores y alumnos. En la actualidad, las competencias
digitales se consideran facilitadoras de la sociedad del conocimiento
y tanto estudiantes como profesores deberían considerar su
participación en entornos virtuales como una oportunidad de
desarrollo. El presente estudio analizó las competencias digitales de
50 docentes de la Escuela Politécnica del Chimborazo (ESPOCH) en
su praxis pedagógica. Se aplicó la técnica de la encuesta con un
método de muestreo no probabilístico intencional utilizando como
instrumento el cuestionario. Los principales resultados mostraron que
hay una relación inversa entre la edad de los docentes y el uso de las
TIC. Sin embargo, los docentes son capaces de crear su propio
contenido digital y también sus recursos educativos especialmente
aquellos con una experiencia laboral entre 1 a 5 años y entre 6 a 10
años. Este estudio concluye y recomienda una continua capacitación
a docentes en la utilización de las TIC para mejorar su proceso de
enseñanza-aprendizaje.
Palabras clave:
aprendizaje activo, aprendizaje virtual, competencias
digitales, tecnologías de información
Respecto a la crianza de los niños y niñas, las costumbres han
avanzado significativamente. En la antigüedad se concebía que los
niños y niñas debían ser ignorados y que no empezaban a ser tenidos
en cuenta hasta muy avanzada la niñez; paulatinamente la sociedad
a evolucionado y con ello los acercamientos a una relación
humanizada entre adultos y niños. Cada vez es más constante y a la
vez relevante las acciones que conllevan a disfrutar de la relación
niños-adultos. Propiciando un desarrollo emocional y social
pertinente, no solo en el entorno familiar sino en los espacios
educativos; espacios donde se cimienta pilares culturales y sociales
específicos que contribuyen de forma efectiva a un mejor avance en
el individuo. Los juegos, afianzan los roles y posicionan al individuo
en los aspectos de su personalidad más característicos.
Keyword:
Juegos, tradición, desarrollo, escuela
Ember Geovanny Zumba Novay, Maritza G. Méndez-Ortega
Espirales. Revista multidisciplinaria de investigación científica, Vol. 7, No. 46
July - September 2023. e-ISSN 2550-6862. pp 1-13
3
participation in networks through the Internet, ensuring that the work contributes to
solving societal problems (Vargas-Murillo, 2019).
The transition from a traditional teaching method with a blackboard and memorization
of content to a virtual modality with the use of digital tools (Chávez et al., 2021) has
generated that teachers have little or no preparation in this field, which has generated
a technological and digital illiteracy reflected in a lack of training and understanding of
the digital competencies that are currently required within the virtual modality in Higher
Education (Icaza et al., 2019)..
The importance of this study is framed in the fact that, at present, digital competencies
are considered facilitators of the knowledge society and both students and teachers
should consider their participation in virtual environments as an opportunity for
development. It also fosters autonomous learning and a critical culture towards
knowledge.
Based on the above, the question arises: Do the teachers of the virtual modality of the
Admission and Leveling Center of the Polytechnic Superior School of Chimborazo
possess digital competencies? That is why this article aims to analyze the digital
competencies in the teachers of the virtual modality of the Admission and Leveling
Center of the ESPOCH during the academic period 2022-2023 for the improvement of
their teaching pedagogical praxis.
Materials and methods
This research was carried out at the Admission and Leveling Center CAN of the ESPOCH
located on the Panamerican Highway South km 11/2, in the parish of Lizarzaburu in the
city of Riobamba, Ecuador (1°39′29″S; 78°40′35″W). The main campus has 20 ha, and
currently has a staff of 1,544 teachers from different areas of knowledge, 22,000
students, 355 professionals in the administrative area and 223 people working as
support staff.
The Admission and Leveling Center CAN is an academic unit that guarantees equal
access conditions for students, optimizing their learning skills and competencies, and
compensating the inequalities produced by the educational heterogeneity of high
school, thus promoting favorable academic performance. Responsible for receiving
students who have completed their high school studies, and have applied to ESPOCH
to obtain their respective quota.
The survey technique was applied to a group of 50 teachers of the ESPOCH through a
non-probabilistic intentional sampling method using the questionnaire as an instrument
in order to know the teacher's point of view regarding the knowledge, use and
application of digital competences in their pedagogical practice.
Development of digital competencies for teachers of the virtual modality in Higher Education.
Espirales. Revista multidisciplinaria de investigación científica, Vol. 7, No. 46
July - September 2023. e-ISSN 2550-6862. pp 1-13
4
Table 1.
Research variables
Variables
Pedagogical practice
Digital competencies of teachers
The questionnaire was validated by a group of five experts in education and was divided
into two parts; the first part of the survey consisted of questions focused on determining
the digital competencies of teachers by evaluating the dimensions of ICT use, use of
digital platforms, creation of digital content - editing of digital resources, and frequency
of ICT use. The second part consisted of questions to evaluate the weaknesses in the
pedagogical praxis under the dimensions of teaching-learning and evaluation
strategies. The survey had a co-evaluation dynamic, i.e., each teacher evaluated a
specific peer or colleague, and not themselves, in order to avoid bias in the information
obtained.
The survey phase was conducted online through the Google Forms platform with the
prior approval and authorization of the ESPOCH Rector. Google Forms is a digital
platform that provides a wide range of applications for quantifying and managing data
through surveys (Sainz de Abajo et al., 2019)..
Once authorization was obtained from the rector of ESPOCH, a time and date was set
with the teachers to proceed with the application of the surveys. The items are
structured with dichotomous and single-choice questions using estimation scales, with
additional questions that allow us to obtain demographic data. Additional general
information was obtained from the teachers, such as their age, years of teaching
experience, level of education, role in the institution, and the area of knowledge they
teach. The survey took between five to seven minutes to complete.
Once the results of the survey were obtained, they were exported to SPSS version 29.0.0
and Excel for their respective tabulation, analysis and interpretation of the data. The
Chi-square test was applied for the relationship between age and ICT use among
ESPOCH teachers. In addition to testing the assumptions of normality,
homoscedasticity, and heterogeneity of the data obtained from the surveys.
The research was developed considering the bioethical principles, contemplated in the
Constitution of Ecuador, Art. 83 numeral 12: "Exercise the profession or trade subject
to ethics". Art.387 numeral 4: "Guarantee the freedom of creation and research within
the framework of respect for ethics, nature, the environment, and the rescue of ancestral
knowledge." cited in Bravo (2019).
Ember Geovanny Zumba Novay, Maritza G. Méndez-Ortega
Espirales. Revista multidisciplinaria de investigación científica, Vol. 7, No. 46
July - September 2023. e-ISSN 2550-6862. pp 1-13
5
Results
Based on the surveys conducted among the 50 ESPOCH teachers, the following results
were obtained.
Analysis of digital competencies in teachers
The treatment of the data in the SPSS statistical software began by verifying the data,
from which it was obtained that there were 50 valid data and 0 missing data. The Chi-
square statistical test was applied to the dimension of pedagogical practice to verify the
existence of the relationship with the use of ICT in the age range of teachers. It was
found that there is a relationship between the use of technology and the age range of
the teachers, i.e., the younger the teachers are, it is estimated that they almost always
and always make use of tools that allow innovation in the classroom. According to the
Chi-square test, a p-value of 0.135 was obtained, which shows that there is a correlation
between these variables.
Next, the same process was carried out with the variables of educational level and use
of educational platforms, observing that teachers use Microsoft Teams to teach classes
at the Admission and Leveling Center of the Escuela Superior Politécnica de
Chimborazo.
The relationship between the teacher's years of work experience and the creation of
content and editing of resources was analyzed, obtaining as a result that those who
have recently entered the teaching profession create their own content and have the
ability to make edits, which shows that people who have recently entered the work force
emphasize the creation of resources.
Finally, the frequency of ICT use was analyzed according to the case or level of training,
detecting that almost always those who are trained make use of ICTs in the teaching-
learning process in the virtual modality of the ESPOCH Admission and Leveling Center;
however, those who are less trained make precarious use of the technological
educational tools in the teaching-learning process.
Table 1. Do you consider that good educational practices in students improve the level
of learning with the use of ICTs?
48% of the teachers consider that good educational practices always improve the level
of student learning with the use of ICTs. Of these, 40% indicated that good practices
are almost always important, while 6%, 4% and 2% considered that ICTs are rarely,
sometimes and never, respectively, important for student learning.
Development of digital competencies for teachers of the virtual modality in Higher Education.
Espirales. Revista multidisciplinaria de investigación científica, Vol. 7, No. 46
July - September 2023. e-ISSN 2550-6862. pp 1-13
6
Figure 1.
Do you receive training as a teacher in digital competencies within the
institution?
58% of the respondents emphasized that they almost always receive training in digital
competencies within the institution by external experts in virtual education and digital
competencies. 30% of them mentioned that they always receive training either by
people outside the institution, or by their own means with customized courses. Six
percent of the teachers mentioned that they rarely and sometimes receive training in
this area.
Figure 2.
Do you carefully consider how, when and why to use digital technologies to
ensure student learning?
56% of the teachers always consider why, when and how to use digital technologies in
order to improve the teaching-learning processes with students. Of these, 32%
emphasized that they almost always consider it, 8% rarely take it into account, and 4%
sometimes remember to apply it.
24
20
3
2
1
0
5
10
15
20
25
30
Siempre Casi siempre Rara vez A veces Nunca
Number of responses
15
29
3 3
0
0
5
10
15
20
25
30
35
Siempre Casi siempre Rara vez A veces Nunca
Number of responses
Ember Geovanny Zumba Novay, Maritza G. Méndez-Ortega
Espirales. Revista multidisciplinaria de investigación científica, Vol. 7, No. 46
July - September 2023. e-ISSN 2550-6862. pp 1-13
7
Figure 3
. Do you monitor student activities and interactions in the online collaborative
environments you use?
Half of the respondents (50%) considered that they always supervise the activities and
interactions among students within the online collaborative environments used in the
classroom (i.e. Microsoft Teams). Forty percent of the teachers mentioned that they
almost always do so, while the remaining 6% and 4% supervise rarely and sometimes,
respectively.
Figure 4.
Do you use digital technologies to enable students to plan, document and
monitor learning on their own?
In this aspect, 44% of teachers indicated that they always and almost always use digital
technologies to allow students to plan, document and monitor learning by themselves.
The remaining 12%, indicated that they rarely (6%) allow students to construct their own
knowledge by themselves, and likewise 6% sometimes allow it. The latter consider that
the teacher's assistance and supervision is always important to guide them in their
learning process. The purpose of this study was to analyze the digital competencies of
the teachers of the virtual modality of the Admission and Leveling Center CAN of the
ESPOCH during the academic period 2022-2023 to improve their pedagogical teaching
28
16
4
2
0
0
5
10
15
20
25
30
Siempre Casi
siempre
Rara vez A veces Nunca
Number of responses
25
20
3
2
0
0
5
10
15
20
25
30
Siempre Casi siempre Rara vez A veces Nunca
Number of responses
Development of digital competencies for teachers of the virtual modality in Higher Education.
Espirales. Revista multidisciplinaria de investigación científica, Vol. 7, No. 46
July - September 2023. e-ISSN 2550-6862. pp 1-13
8
praxis. According to the instrument applied, it was determined that they use technology
tools such as Microsoft Teams Moodle or Google Classroom. Gomez (2020)emphasizes
that these tools facilitate and streamline the management of the learning process,
allowing teachers to create classes, assign homework, post grades, publish comments
and access the entire learning process in one place. Their use has proven to be
beneficial to students, who have been highly engaged in a virtual environment where
they can work with a variety of tools (Kraus et al., 2019).
Despite the fact that most teachers work in different areas of knowledge, most of them
have 1 to 5 years of work experience in virtual education, Dias-Trindade et al. (2021)
argue that age and educational field are not determinants of greater or lesser digital
competence, but work experience contributes to slightly better results in teachers who
have worked with digital technologies for several years and/or have taught distance
education subjects.
Halpern et al. (2021) points out that to enhance the use of ICTs at a more expert level
it is necessary to have clarity in communication (intention of the message to be
communicated), establishment of a clear schedule, adequate writing of instructions
through virtual environments, guarantee of access to resources, among others.
It was found that teachers are able to create their own resources and edit digital content
resources for their virtual classes almost always and always, especially those who have
a work experience between 1 to 5 years and between 6 to 10 years. In this regard, Colás
et al. (2019) emphasize that, through communication and the creation of content
production and editing of digital resources, teachers can transfer their own digital
competencies with a greater reach towards students. Therefore, teachers should be
able to generate their own digital resources and content in their pedagogical
interventions to transform their students through the development of digital
competence. Novay and Chacin (2022) determined that the digital competencies most
developed in higher education by teachers were related to information access,
information management, internet management and virtual environments.
Regarding the pedagogical praxis of the teachers of the Admission and Leveling Center
CAN of ESPOCH, they stated that they use ICT in a significant percentage in their
classes, taking into account when, how and why to use them with students. In addition,
it was found that they do supervise the activities when working with students, allowing
them to be the protagonists of their own learning. In this regard, Laurente-Cárdenas et
al. (2020) point out that university professors who combine face-to-face classes and ICT
in virtual environments have found new ways of teaching and learning, which suggest
innovative methods of pedagogical interaction and also help them in their pedagogical
praxis.
Various models have been implemented in recent years in distance education training
for teachers, among them ICT, which has improved their technological literacy,
deepening and creation of knowledge and editing of resources, and complementarily,
has facilitated learning, design of practices, digital tools (Hernández et al., 2021).
Meneses et al. (2023)suggests that the technological digital tools, which have been
Ember Geovanny Zumba Novay, Maritza G. Méndez-Ortega
Espirales. Revista multidisciplinaria de investigación científica, Vol. 7, No. 46
July - September 2023. e-ISSN 2550-6862. pp 1-13
9
developed within academic training, correspond to interactive presentations, videos,
audios, and gamification that allow better participation, collaboration and interaction
with students and contribute to their learning process. It is clear that the technological
tools developed in academic training correspond to the use of tools and applications
that allow participation, collaboration and interaction in real time with students, while
allowing the development of self-learning in the workplace. Zumba (2022)
Finally, it is important to emphasize that the use of ICT in the development of digital
competencies in teachers of the Admission and Leveling Center CAN of the ESPOCH
at the higher level is essential for their pedagogical training, which should be
characterized by a comprehensive theoretical and practical training in the framework of
ICT. Current education requires teachers who have a holistic knowledge of digital
competencies, where not only instrumental or practical training is offered, but also
training in technological literacy, (virtual) communication and collaboration between
teachers and students, which this training is adjusted according to the needs and
requirements of students, and is adapted to the different areas of knowledge and
subjects taught by teachers of ESPOCH.
Conclusions
It was concluded that teachers who use ICTs the most are between 25 and 35 years of
age, while teachers of older ages (over 40 years) do so infrequently. It was also found
that, if they are able to create educational digital content by themselves, and also their
own didactic resources, especially those who have a work experience between 1 to 5
years and between 6 to 10 years. It was evidenced that the use of educational platforms
such as Microsoft Teams, Moodle and Google Classroom are more used by teachers
with third and fourth level of education. In their pedagogical praxis, it was found that
teachers do consider that good educational practices in students improve the level of
learning with the use of ICTs. These good educational practices refer to the continuous
use of virtual tools and resources that promote the construction of the student's own
knowledge. In addition, it was found that the use of digital technologies such as
Microsoft Teams, Moodle or Google Classroom allow students to plan, document and
monitor learning on their own.
Digital competence has changed significantly as a result of initiatives to introduce new
ICTs in classrooms to increase students' opportunities to achieve their learning
objectives, supported by teacher training that enables the use of these technologies to
reduce the digital divide between teachers and students. The development of digital
competencies is linked to the appropriate application of knowledge and skills in virtual
environments and in ICT and Internet-based interaction and networking, ensuring that
the work contributes to solving societal problems. The shift from traditional teaching
with blackboard and rote learning of content to virtual teaching with digital tools has
resulted in poor or no preparation of teachers in this area, which has led to technological
and digital illiteracy that is reflected in a lack of understanding of the digital skills
needed in the context of virtual teaching and higher education. This study finally
recommends the continuous training of teachers in the use of ICTs in the teaching-
Development of digital competencies for teachers of the virtual modality in Higher Education.
Espirales. Revista multidisciplinaria de investigación científica, Vol. 7, No. 46
July - September 2023. e-ISSN 2550-6862. pp 1-13
10
learning process and in the development of digital competencies so that the content of
the different subjects is taught in a more technological way, avoiding the traditional
teaching of memorization of content (with blackboard and chalk). Digital competencies
in today's world are skills and abilities that teachers need to update frequently to
develop and improve their teaching-learning and research activities.
Finally, it is emphasized that it is the teachers' responsibility to properly identify and
choose the most appropriate technological resources that adapt to the needs and
requirements of the students.
..........................................................................................................
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