Digital culture of university professors and its influence on initial teacher training

Vilchez Guizado J.; Ramón Ortiz J.; Fernández Santa Cruz D. · Revista de Ciencias Sociales (2026) · DOI: 10.31876/rcs.v32i1.45211

Resumen

The rapid growth of Information and Communication Technologies has transformed the use of digital media, resources, and content in education, leading to a continuous rethinking of teaching and learning methods in higher education. The objective of this study was to determine the level of influence of university professors' digital literacy on initial teacher training in university classrooms. The research approach was mixed-methods, correlational, and non-experimental. The study sample consisted of 136 students and 17 professors from the education program, who completed a closed-ended questionnaire of 45 items, as well as an interview conducted exclusively with students. The results showed that more than 60% of the professors considered their digital literacy to be at a medium or high level, while 65% of the students reported using digital technology for academic purposes. Furthermore, a positive correlation was found between university professors' digital literacy and initial teacher training. It is concluded that the digital culture of university teachers directly influences the quality of initial teacher training at a state university in Peru. © Licencia de Creative Commons Atribución 4.0 Internacional (CC BY 4.0) https://creativecommons.org/licenses/by/4.0/deed.es

Instituciones: Universidad de Huánuco; Universidad Nacional Hermilio Valdizán