Analysis of the scientific skills of university educators in the digital age using CRITIC

Abstract

The study analyzed the scientific skills of university professors in the digital era, aiming to identify essential research competencies and their level of relevance in the current academic context. Through the Criteria Importance Through Correlation method, the relative importance of each competency was established, considering methodological, technological, and pedagogical dimensions. A quantitative approach with a descriptive and correlational design was adopted, complemented by a systematic literature review, structured questionnaires, and semi-structured interviews. The study explored teachers' perceptions and practices in digital environments, as well as the main challenges associated with research training in this field. The findings revealed deficiencies in training in digital methodologies, low incorporation of technological tools in research, and the need to strengthen a collaborative academic culture. Additionally, a disconnect was identified between the theoretical discourse on scientific competencies and their practical application. The study concluded that institutionalizing research training and promoting academic networks are key strategies for enhancing the development of scientific skills in university professors. The integration of emerging technologies and the promotion of active methodologies can contribute to the production and dissemination of knowledge in a digital environment. This study provides an innovative perspective on the evaluation of research skills in higher education, offering a reference framework for the design of academic policies aimed at the continuous improvement of research quality in the digital era.