Online teachers:

Digital skills and improved teaching

Abstract

In this study, we set out to characterize the level of teachers’ digital competencies in online teaching and, based on the findings, propose improvement lines to strengthen instruction. We conducted a qualitative, interpretive study with a basic ethnographic design. We worked with higher-education teachers from a private institution located in Toluca, State of Mexico, selected through purposive sampling. We collected data through semi-structured interviews and organized them for analysis using thematic coding and categorization to identify practices, perceptions, and training needs related to the pedagogical use of digital technologies. Our results show heterogeneous performance: we observed strengths in the instrumental use of platforms, digital communication, and resource management; however, gaps persist in instructional design for virtual environments, content creation, technology-mediated assessment, and digital safety. Based on these findings, we propose improvement guidelines focused on continuous professional development, the pedagogical integration of digital tools, and institutional support to enhance the quality of online teaching.