Between the Instrumental and the Pedagogical: Perceptions and Digital Competences of University English Instructors

Abstract

This article presents the findings of a mixed-methods, descriptive exploratory study that examined how twelve university instructors perceive the integration of digital technologies in the teaching of English as a Foreign Language (EFL) at a private higher education institution in Chile. Through an online questionnaire combining closed-ended items and one open-ended question, the study explored attitudes, conceptions, and perceived limitations regarding technological tools, as well as self-reported levels of digital competence. The analysis was framed by three complementary models: DigCompEdu, SAMR, and TPACK. Results indicate that while teachers hold positive attitudes toward the use of technology, their actual practices remain largely functional and instrumental. Participants’ definitions reflected fragmented conceptions of technology, with limited connections between pedagogical objectives, disciplinary content, and digital resources. The main barriers identified include insufficient technological infrastructure, the need for continuous professional development in digital competences, and restricted access to devices for the teaching-learning process. It is concluded that a meaningful integration of technologies requires sustained institutional strategies, context-sensitive training, and continuous support, providing contextualized evidence to inform professional development policies in higher education.