Resumen

LOPINTA HERHUAY, Isabel  y  COACALLA CASTILLO, Carlos Enrique. Student Perception of Teachers’ Digital Competencies Regardless of Contractual Status in Intercultural Bilingual Education. Tribunal [online]. 2025, vol.5, n.12, pp.269-282.  Epub 01-Jul-2025. ISSN 2959-6513.  https://doi.org/10.59659/revistatribunal.v5i12.207.

Digital teaching competencies refer to the set of knowledge, skills, and attitudes that enable educators to effectively utilize digital technologies in education. Thus, the objective of this research was to determine, through student perception, the level of digital competencies among tenured and contracted teachers at the School of Initial Bilingual Intercultural Profes-sional Education. A quantitative approach with descriptive scope and cross-sectional design was employed. Among tenured teachers, 33.3% were perceived at a basic level, 37.8% at an intermediate level, and 28.9% at an advanced level. For contracted teachers, 27.5% were considered basic, 42.8% intermediate, and 29.8% advanced. Both groups show concentra-tion at intermediate levels (37.8%-42.8%), with minor differences in basic (-5.8% for contract-ed) and advanced levels (+0.9% for contracted). The results demonstrate that the type of teaching contract (tenured vs. contracted) does not constitute a significant differentiating fac-tor in the development of digital teaching competencies (DTC) as perceived by students in bilingual intercultural settings.

Palabras clave : Educational assessment; Educational technology; Intercultural education; Professional competence; Teaching staff.

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