The DigCompEdu Model as the basis of Teacher Digital Competence in the context of a Latin American university

The scenario in which we find ourselves within the knowledge society makes us face constant situations mediated by Information and Communication Technologies (ICT), which are equally represented in the educational world at its different levels. The DIGCOMPEDU framework serves as a guide for EU countries in order to enhance the digital competence of teachers. In the study presented, this framework is used as a reference to know the self-perception of the level of digital competence of teachers at the Salome Urena ISFODOSU Higher Teacher Training Institute (Dominican Republic). From a descriptive approach, and with a sample of 940 teachers, the adapted questionnaire "DigCompEdu Check-In" is used. Among the results, it stands out that teachers perceive that they have an intermediate level of mastery of the Digital Teaching Competence, and it is revealed that, in general, the level is higher for all Science and Technology teachers. After the results, it is recommended to carry out personalized training actions for teachers in order to improve their digital competence.