Evaluation of a Program to Enhance online Lecturers’ Digital Competence: TPACK and Artificial Intelligence

Abstract

The integration of technology in educational contexts has become a reality that must be addressed in both initial and ongoing teacher training. Lecturers require knowledge toincorporate digital tools into their pedagogical practices and to support constructivist learning(Ortiz et al., 2025). We have designed a training program, based on the Technological Pedagogical Content Knowledge (TPACK) model approach and the digital competence framework for teachers proposed by the Instituto Nacional de Tecnologías Educativas y Formación del Profesorado (INTEF). This program combines the use of various digital tools, including generative AI, within an instructional design aimed at implementing an active andparticipatory learning model in a virtual environment. A quantitative methodology wasemployed with a pre-experimental, pre-test and post-test research design. The sampleconsisted of 78 lecturers teaching at the Universidad Internacional de La Rioja (La RiojaInternational University), an online university, across different fields of knowledge. An adhoc instrument was used to collect data on lecturers’ perceptions of their digital competence before and after the training program. It comprised two dimensions: pedagogical knowledge and pedagogical technological knowledge, with subdimensions linked to instructional design events. Statistically significant differences were found in all items of the two dimensions usedto measure digital competence based on the TPACK model and areas 2, 3 and 4 of the INTEF. We concluded that the training program was effective and had a notable impact on improving the digital competence of lecturers, who expressed high satisfaction with the program.