Evidence of validity and reliability of DigCompEdu CheckIn among professors at a Peruvian private university

Introduction: For some years now, various frameworks and self-assessment tools have been developed to describe the facets of teachers’ digital competence, one of these being the DigCompEdu CheckIn. This has been validated in English in Morocco, in German in Germany, and in Spanish in Spain. The objective of this study is to validate the instrument that was developed in another context, so that it responds to the need to measure the digital competence of teachers at a private university in Lima, Peru, based on their self-perception. Method: An instrumental study was carried out to determine the evidence of validity and reliability of the DigCompEdu CheckIn tool. The sample consisted of 1,218 teachers from different areas: Art, Sciences, Social Sciences, Legal Sciences, Engineering and Architecture, Health Sciences, and Humanities. Results: The results indicate the regrouping of digital skills in a structure of three factors (F1, F2, F3) and 22 skills, unlike the original structure composed of six factors. This reduction in the structure of competencies does not rule out the interaction between general competencies, but rather maintains it. The three global competencies (Student Competencies (F1); Educators Professional Competencies (F2); Educators Pedagogical Competencies (F3) interact and interrelate. Conclusions: The findings show that the DigCompEdu CheckIn is a valid and reliable tool among teachers. New studies are needed to verify the three-factor proposal of the instrument for the Peruvian context, as well as its reliability in new populations and cultural contexts.