<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672025000200922</article-id>
<article-id pub-id-type="doi">10.23913/ride.v16i31.2508</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Autopercepción de la competencia para la educación en línea en docentes del nivel superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Self-perception of competence for online education in higher education teachers]]></article-title>
<article-title xml:lang="pt"><![CDATA[Autopercepção de competência para educação online entre professores do ensino superior]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quiñonez Pech]]></surname>
<given-names><![CDATA[Sergio Humberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Yucatán  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>16</volume>
<numero>31</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672025000200922&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672025000200922&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672025000200922&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En la actualidad, es importante que los docentes de educación superior desarrollen competencias para el trabajo en los entornos virtuales, con el propósito de apoyar al estudiantado que se forma en dicha modalidad. Por lo anterior, los objetivos de este estudio fueron: 1. identificar el nivel de autopercepción de los docentes de una escuela del nivel superior respecto a la competencia para la educación en línea y 2. determinar su relación con las variables de sexo, grado académico y experiencia docente. La investigación se basó en un enfoque cuantitativo con un diseño del estudio descriptivo de temporalidad transeccional y retrospectivo. Los resultados evidenciaron que los docentes deben ser capacitados en aspectos que involucren el dominio de la tecnología para los entornos virtuales, tutoría en línea y dominio de estrategias de enseñanza para modalidades sincrónicas y asincrónicas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Nowadays, it is essential for higher education faculty to develop competencies for working in virtual environments in order to effectively support students who are learning through this modality. Based on this need, the objectives of this study were: (1) to analyze the self-perceived level of online teaching competence among faculty members at a higher education institution, and (2) to examine its relationship with variables such as gender, academic degree, and teaching experience. The research followed a quantitative approach with a descriptive, cross-sectional, and retrospective study design. The results showed that faculty members require training in areas such as technological proficiency for virtual environments, online mentoring, and effective teaching strategies for both synchronous and asynchronous modalities.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Atualmente, é fundamental que os docentes do ensino superior desenvolvam competências para atuar em ambientes virtuais, a fim de apoiar os alunos em formação nessa modalidade. Assim, os objetivos deste estudo foram: 1. identificar o nível de autopercepção de docentes de uma instituição de ensino superior quanto à sua competência em educação online; e 2. determinar sua relação com as variáveis &#8203;&#8203;gênero, nível acadêmico e experiência docente. A pesquisa baseou-se em uma abordagem quantitativa, com delineamento descritivo, transversal e retrospectivo. Os resultados demonstraram que os docentes necessitam de capacitação em aspectos que envolvem proficiência tecnológica em ambientes virtuais, tutoria online e domínio de estratégias de ensino para modalidades síncronas e assíncronas.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje virtual]]></kwd>
<kwd lng="es"><![CDATA[educación en línea]]></kwd>
<kwd lng="es"><![CDATA[educación universitaria]]></kwd>
<kwd lng="es"><![CDATA[TIC]]></kwd>
<kwd lng="en"><![CDATA[virtual learning]]></kwd>
<kwd lng="en"><![CDATA[online education]]></kwd>
<kwd lng="en"><![CDATA[university education]]></kwd>
<kwd lng="en"><![CDATA[ICT]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem virtual]]></kwd>
<kwd lng="pt"><![CDATA[educação online]]></kwd>
<kwd lng="pt"><![CDATA[educação universitária]]></kwd>
<kwd lng="pt"><![CDATA[TIC]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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