Introduction: To ensure that Higher Education Institutions (HEIs) can face the challenges brought about, primarily, by technological changes, it is necessary that their teaching staff prove to have adequate levels of digital competence. But what digital competence do professors need to have? Does the European Framework for the Digital Competence of Educators (DigCompEdu)) reveal to be valid for the context of higher education, in particular, in the online modality? The present study seeks to establish an answer to these questions. Method: The qualitative methodological approach was adopted and semi-structured interviews with Portuguese higher education professors was used as data collection strategy. The data were analysed through content analysis processes and presented using descriptive statistics. 22 professors who teach in online higher education participated in this study. Objective...

Introduction: To ensure that Higher Education Institutions (HEIs) can face the challenges brought about, primarily, by technological changes, it is necessary that their teaching staff prove to have adequate levels of digital competence. But what digital competence do professors need to have? Does the European Framework for the Digital Competence of Educators (DigCompEdu)) reveal to be valid for the context of higher education, in particular, in the online modality? The present study seeks to establish an answer to these questions. Method: The qualitative methodological approach was adopted and semi-structured interviews with Portuguese higher education professors was used as data collection strategy. The data were analysed through content analysis processes and presented using descriptive statistics. 22 professors who teach in online higher education participated in this study. Objective...

Introduction: This study explores the intersection between education and ICT in Higher Education, focusing on the digital transition (DT) and the development of digital competences (DC) as essential factors to modernize education and promote social and digital inclusion, through a comparison between Brazil and Portugal. Background: This qualitative research analyzes Brazilian and Portuguese official documents through exploratory research, which were collected, categorized, and organized using the NVivo 14 platform. Bardin’s Content Analysis was employed to interpret the data, providing insights into how these documents address DT and DC in both countries. Discussion: The analysis of the documents revealed differences and similarities between Brazil and Portugal regarding DT and DC in higher education. Portugal stands out for its more robust policies, while Brazil faces challenges relat...