Digital Competence, Device Access, and Classroom Practices in Higher Education

This article explores the relationships between digital competence, access to digital devices, and digital practices among Portuguese higher education professors, emphasizing the need for digital proficiency in today’s educational landscape. Using a quantitative approach, data from 846 professors were collected through a questionnaire and analyzed using inferential statistics, including t-tests, Cohen’s d for effect size, and Pearson correlation coefficients. Results highlighted statistically significant differences in digital competences associated with the use of mobile devices (excluding mobile phones), with medium effect sizes. In terms of digital practices, all examined practices showed statistically significant differences, with effect sizes ranging from medium to high-level. Notably, the correlation between digital competence proficiency and the number of digital practices in the classroom was stronger than that with the number of digital devices, underscoring that active engagement in digital practices is more crucial to developing digital competences than mere access to digital devices. These findings suggest that educational policies should focus not only on providing access to digital tools but also on integrating these tools effectively into pedagogical practices to enhance educational outcomes and prepare educators and students for a digital future.