Attitude of higher education teacher in virtual education

Due to various technological advances, information and communication technologies (ICT) have transformed the way a language is learned. Currently, education implements innovative pedagogical models that allow incorporating technology into the various teaching and learning processes of the English language. Due to the aforementioned, this article describes the results of a survey on the level of digital competence that English teachers have in higher education based on the dimensions proposed by the authors Usher and Pajares (2007), and the variables are also identified that modify said competition. The study was quantitative, descriptive and crosssectional. The results showed that 81% of the teachers have a low level of digital competence. Another important finding that was obtained was that the technical, pedagogical and communication dimensions were identified as needs to be attended through training courses with a basic level. Likewise, it was evidenced that the variables of age and maximum degree of studies influence the level of digital competence of teachers. Among the conclusions to be highlighted is that ICTs are very important tools for teaching the English language, as they help to awaken the interest of students, create an interactive environment, provide many supportive resources and help make classes attractive and innovative. Due to various technological advances, information and communication technologies (ICT) have transformed the way a language is learned. Currently, education implements innovative pedagogical models that allow incorporating technology into the various teaching and learning processes of the English language. Due to the aforementioned, this article describes the results of a survey on the level of digital competence that English teachers have in higher education based on the dimensions proposed by the authors Usher and Pajares (2007), and the variables are also identified that modify said competition. The study was quantitative, descriptive and cross-sectional. The results showed that 81% of the teachers have a low level of digital competence. Another important finding that was obtained was that the technical, pedagogical and communication dimensions were identified as needs to be attended through training courses with a basic level. Likewise, it was evidenced that the variables of age and maximum degree of studies influence the level of digital competence of teachers. Among the conclusions to be highlighted is that ICTs ar