![]() ![]() In turn, a significant positive relationship was found between engagement and digital skills, and between role stress and digital skills, no statistically significant relationship was found. The behavior of the three variables is similar in public and private universities, however, digital skills and engagement are different in men and women, although role stress is very similar between them. ![]() The qualitative question was allowed to systematize groups of codes that were grouped into three families (emerging categories), these are: promotion of teaching learning communities, ICT-based strategies for formative evaluation in virtual environments, and positive mental health self-management, This third factor being a dynamic element with a high preponderance in the teachers' discourse, which is revealed as a real and felt need, and allows us to rethink psychosocial intervention alternatives for the post-pandemic period. KEYWORDS-Positive mental health, Digital competence, Engagement, Role stress, Teacher, University. INTRODUCCIÓN Cuando se alude la competencia digital (CD) del docente, se enfatiza una cultura de desempeño del "saber hacer" desde el uso de contenidos de las TIC, integra áreas tecnológica, informacional y pedagógica, al respecto Area la sostiene los elementos de: planificación y gestión de situaciones de enseñanza presencial con TIC, el diseño y desarrollo de entornos virtuales didácticos, la selección y creación de objetos digitales de aprendizaje y la tutoría y realización de evaluación continua en red. ![]()
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