Digital Competence Development and Pedagogical Practice Transformation: A Study With Faculty At Ufrn

The integration of Digital Information and Communication Technologies (DICT) into higher education highlights the need to understand teachers’ digital competence and its pedagogical implications. This study will investigate the impacts of a continuing professional development program, grounded in the DigCompEdu framework, on the development of digital competencies and the transformation of the pedagogical practices of faculty at the Federal University of Rio Grande do Norte. The research continues a master’s study whose results, obtained through the DigCompEdu Check-In, indicated a predominance of the B1 – Integrator level, characterized by frequent use of technologies, yet with limitations in innovative practices. Higher performance was observed in Professional Engagement and Teaching and Learning, whereas Assessment showed greater weaknesses, in addition to disparities across academic centers and an instrumental training focus. Based on these findings, the development of continuous and contextualized learning pathways is proposed. This is a mixed-methods study, involving document analysis and descriptive statistical analysis. It is expected to contribute to the development of teachers’ digital competence and to the strengthening of innovative practices in higher education.Keywords: DigCompEdu, DigCompEdu Check-in, Faculty digital competence, higher education, mixed methods.