Digital Competencies of Teachers and Student Empowerment in the Mexican Higher Education.

Abstract

This research aims to analyze the level of digital competence among teachers in Mexico and its relationship with student empowerment. Addressing the lack of evidence regarding how teachers' use of digital technologies contributes to digital competencies and student empowerment, the study draws upon the report *Challenges of Digital Competence Among Ibero-American Higher Education Faculty*. The methodology employed is exploratory, utilizing a mixed-methods approach with a descriptive and comparative design. The results indicate that Mexico demonstrates similar levels regarding classroom technology use, but lower levels in terms of collaboration and self-directed learning—suggesting that limitations exist in fostering student autonomy. Finally, formative strategies are proposed that focus on personalization, collaborative learning, and active participation.