The tasks of the university educators must be linked to the digital demands posed by the more sophisticated professions of the twenty-first century. Faced with this panorama, the objective of this study is to examine and compare the degree of digital competence of Higher Education educators from different fields of knowledge and different age ranges according to the DigCompEdu framework. A non-probabilistic ex post facto sampling was utilized with 2180 university professors from Andalusia (Spain). The main results of the study provide evidence of an intermediate level of digital competence, for men and women. More specifically, the male professors in Architecture and Judicial & Social Sciences, younger and older than 40, possessed a higher level, as compared to the other fields. For the female professors, the highest level was found once again in Judicial and Social Sciences, in this case for both age ranges, without a clear trend found for the rest of the fields. For each dimension of the DigCompEdu instrument, the level of competence follows the same trend with respect to the overall level. More research is recommended to validate these preliminary results, as well as the development of training lines of action that are specific and adapted to each field of knowledge.

大学教育工作者的任务必须与 21 世纪更复杂的职业所提出的数字化需求联系起来。面对这一全景，本研究的目的是根据 DigCompEdu 框架检验和比较来自不同知识领域和不同年龄段的高等教育教育工作者的数字能力程度。对来自安达卢西亚（西班牙）的 2180 名大学教授进行了非概率事后抽样。该研究的主要结果为男性和女性提供了中等水平的数字能力的证据。更具体地说，与其他领域相比，建筑学和司法与社会科学领域的男性教授，年龄在40岁以上和40岁以上，具有更高的水平。对于女教授来说，最高水平再次出现在司法和社会科学领域，在这种情况下，这两个年龄范围都是如此，而其他领域则没有明显的趋势。对于 DigCompEdu 工具的每个维度，能力水平相对于整体水平遵循相同的趋势。建议进行更多研究以验证这些初步结果，以及制定针对每个知识领域的具体培训行动方针。