Digital Competences and Didactic Use of ICT by University English Language Teachers in Costa Rica: Application of a Self-Perception Instrument and Correlational Analysis

Abstract

This study examined the relationship between university English teachers’ digital competences and their didactic use of Information and Communication Technologies (ICT) in Costa Rica. A quantitative, cross-sectional, correlational design was employed with a non-probabilistic sample of 126 university English teachers. The study considered three dimensions: Digital Literacy, Teacher Integration, and Teacher Appropriation and Commitment. Results revealed positive and significant relationships among the dimensions, with the strongest association between Teacher Integration and Teacher Appropriation and Commitment. Most participants reported an appropriate level of digital competences, followed by a basic level, while very few required improvements and none were classified as incompetent. Teachers reported using ICT for communication, collaborative learning, formative assessment, gamification, multimodal content creation, and virtual learning management. The findings suggest that digital competence is associated with pedagogical ICT integration and extends beyond technical knowledge. The study highlights the importance of continuous professional development and institutional support for meaningful ICT integration.