Resumen

BALBUENA-MENDOZA, Lida Soledad. Digital Skills for Teaching and Tutoring in the Final Project in Engineering at a Public University in Paraguay. Rev. ciente. UCSA [online]. 2025, vol.12, n.3, pp.101-112. ISSN 2409-8752.  https://doi.org/10.18004/ucsa/2409-8752/2025.012.03.101.

In the context of digital transformation in higher education, this study analyzes the digital competencies of faculty members and their tutoring practices in undergraduate thesis projects (TFG) within engineering programs at a public university in Paraguay. Using a quantitative, descriptive, and non-experimental design, a structured questionnaire was administered to 51 thesis tutors to assess their knowledge of virtual platforms, frequency of technological tool usage, perceptions of ICT impact on tutoring quality, influence on academic delay, and implementation challenges. Findings reveal that 82% of tutors possess moderate or high knowledge of digital platforms, and 45% use technological tools regularly in academic support. Additionally, 86% believe that ICT improves tutoring quality, while 88% affirm that virtual platforms help reduce academic delay. However, barriers such as lack of training (41%), workload (25%), and student resistance (18%) hinder full technological integration. The study concludes that strengthening digital competencies and improving institutional conditions are key to consolidating digital transformation in thesis tutoring. It recommends continuous training programs, supportive policies, and further qualitative research to explore tutoring experiences in depth. This work offers an original contribution by empirically addressing the tutorial dimension in technical programs within a nationally underexplored context.

Palabras clave : digital skills; ICT; academic tutoring; final degree project; higher education.

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