Teacher digital competence in business schools: Challenges from the student’s perception
DOI:
https://doi.org/10.35564/jmbe.2026.0004Keywords:
Teacher digital competence, COMDID-A, ICT integration, business schools, digital business educationAbstract
The increasing demand for digital talent in the job market has driven business schools to integrate digital business education into their curricula. However, ensuring that faculty members possess sufficient Teacher Digital Competence (TDC) is essential for effectively training future professionals. This study evaluates whether business school faculty have the appropriate TDC to meet industry expectations, focusing on students’ perceptions at ESIC Business & Marketing School in Barcelona. Using a validated adaptation of the COMDID-A test, combined with ad hoc questions, to assess TDC from students' perceptions, this research evaluates faculty TDC levels and explores the factors influencing students’ assessments. Findings indicate that faculty digital competencies (DC) are primarily centred on teaching-learning processes, with higher scores in the didactic dimension. However, information and communication technologies (ICT) integration, responsible digital use, and personal and professional development received lower ratings, revealing key areas for improvement. Students highlighted limited innovation in ICT implementation, with faculty relying mainly on basic tools such as slides presentations and the learning management system (LMS) for one-way communication. Additionally, resistance to change, particularly among older faculty members, emerged as a potential barrier, while gender was not found to be a determining factor in TDC levels. These insights underscore the need for enhanced faculty training programs to foster a more interactive and pedagogically meaningful use of ICT. Given the study’s case-based approach, future research should explore faculty self-perception vs. student assessments and conduct comparative analyses across business schools to determine whether these trends are consistent in different educational contexts.
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