Impact of digital skills on critical thinking in university teachers

Abstract

The present study was aimed at determining the impact of digital competencies on the critical thinking of university teachers. The study carried out was non-experimental, with a causal explanatory level, of a transversal nature with a quantitative approach. The sample that allowed the empirical verification of the hypothesis was made up of 43 teachers. The strategy to collect information was based on the application of surveys based on two questionnaires with items that were measured using the Likert scale.  The instruments showed a high level of reliability with Cronbach's Alpha values ​​of (0.933) for digital skills and (0.937) for critical thinking. The results indicate that university teachers show an intermediate level in digital skills and a sufficient level in critical thinking. It is concluded that digital skills have a significant impact on the level of critical thinking in university teachers.