Efficacy of a Digital Competence Training Program for Teachers Based on Implementation Modality

Abstract Book of the 10th International Conference on Modern Research in Education, Teaching and Learning

Year: 2026

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Efficacy of a Digital Competence Training Program for Teachers Based on Implementation Modality

Dr. Jessica Amarilla, Valentina Canese, Juan Mereles, Roberto Páez, Fabian Rojas

ABSTRACT:

This study analyzes the impact of a digital literacy training program conducted with secondary school teachers in Paraguay, comparing its effectiveness across three delivery formats: in-person, synchronous online, and asynchronous online, using the Digital Literacy Frameworks of the Universidad Veracruzana and DigCompEdu as references. A quantitative quasi-experimental pretest-posttest design was employed with 160 participants distributed across the three modalities. Six areas of digital competence were assessed: professional commitment, digital resources, teaching and learning, assessment, student empowerment, and facilitation of student digital competence. The results, obtained using the Wilcoxon test, showed statistically significant increases between the pretest and posttest in the overall score for all three modalities (p 0.69). The Kruskal-Wallis test showed no significant differences in the magnitude of change across modalities, both in the overall score (p = 0.228) and in the specific dimensions assessed (p > 0.05). It is concluded that the intervention was highly effective in strengthening teachers’ digital competencies and suggests that online learning is a training alternative as effective as in-person instruction for the continuing education of teachers at this level.

Keywords: Digital Competencies; Digcompedu; Distance Learning; Pre-Post Assessment; Teacher Training