Ict-based didactic strategies for developing digital competencies among students and faculty at the school of Systems Engineering

Abstract

ICT-based instructional strategies for developing digital competencies among students and faculty at the School of Systems Engineering, National University of Huancavelica. These strategies encompass actions, procedures, and methodological resources planned by the instructor to facilitate the teaching process and enable students to achieve meaningful learning. The research objective was to implement ICT-based instructional strategies as key tools to enhance the development of digital competencies. A quantitative method was used to determine the impact of these strategies, thereby enriching the understanding of classroom dynamics. Results demonstrate curricular integration and the use of digital resources (items 1 and 2) measuring how ICT serves as a tool for processing information and designing cooperative learning as well as social management (items 5 and 7) measuring collaboration to strengthen the Systems Engineering professional profile. Items were grouped into five domains aligned with the degree program's profile, evaluating ICT usage, cooperative work, and active methodologies. Evaluation indicators included: (1) Integration: Quantity and quality of digital resources (web resources, simulators) and tools (questionnaires, platforms) used to build technical knowledge. (2) Communication skills: Ability to condense complex projects into oral presentations and structured research, and the use of social media to share results. (3) Active role and decision-making: Autonomy in creating technological solutions and the instructor's capacity to pose problems and guide critical analysis. (4) Cooperative learning: Levels of group and individual responsibility, task equity, and team commitment. (5) Design Thinking and Innovation approach: Empathy and rapid creativity in competency-based project development.