Professional skills and technological challenges of the teaching and administrative staff from the x and baby boomer generations at upse

Abstract

Professional competencies and technological challenges constituted a relevant challenge for the teaching and administrative staff of Generations X and Baby Boomer at the Universidad Estatal Península de Santa Elena. The adaptation to contemporary technological demands was positioned as a determining factor to optimize performance in an educational and administrative context marked by digital transformation. This study focused on identifying gaps in technological competencies, the elements that contributed to their expansion, and viable strategies to overcome them. Through a qualitative-quantitative approach and a non-experimental design, surveys and interviews were conducted with a representative sample of teaching and administrative staff from these generations. The findings revealed a generalized lack of basic technological skills, which hindered the effective integration of digital tools in the daily activities of the participants. The results highlighted that the majority of respondents had not received continuous and adequate training, which negatively affected their performance and the quality of both educational and administrative processes. In addition, significant generational differences were observed: members of the Baby Boomer generation showed greater resistance to change and difficulties in acquiring new technological competencies, while members of Generation X showed a more receptive attitude, although limited by the lack of institutional support. These disparities underscored the need to address the specific needs of each generational group, considering their particularities and levels of adaptability. The research concluded that it is imperative that the university implement personalized training programs and a continuous support system that facilitates the acquisition of technological competencies. To this end, it is recommended to provide adequate resources, promote an intergenerational learning environment, and adopt institutional policies that support this process. These measures would not only improve staff performance, but also contribute to raising the quality of educational and administrative services offered by the institution.