Competencia de comunicación científica y competencia digital docente en investigadores de Norteamérica

The purpose of this research is to examine the relationship between the constructs of scientific communication competence and teaching digital competence in higher education using a restricted structural equation model. The study responds to a quantitative methodology of a descriptive-correlational type. We applied an ad hoc questionnaire to a non-probabilistic convenience sample of 624 higher education teachers in Mexico, the United States, and Canada. The reliability results for each instrument scale were consistent, showing coefficients more than acceptable by the specialized literature. The correlation tests indicate a direct positive and significant association between the constructs of the model, discarding the null hypothesis. The findings reveal that the model is structurally adequate and did not indicate problems with validity, reliability, or adequacy.