Bridging the Digital Divide Among Higher Education Faculty: The Role of University Type and Faculty ICT Expertise

This study examines how university type (public vs. private) and disciplinary background influence the adoption of Information and Communication Technologies (ICT) and self-perceived digital competence among university professors in Latin America. Identifying institutional and disciplinary disparities is essential in the context of accelerated digital transformation in higher education. The sample comprised 1114 professors from public and private universities, and data was collected using a validated instrument measuring ICT valuation, frequency of use, and perceived digital competence. Multivariate analyses were conducted to assess differences by institutional type and disciplinary field. The results show significant differences in ICT valuation, usage frequency, and perceived digital competence across university types and disciplines. Professors from private universities reported higher digital preparedness, while disciplinary areas displayed distinct ICT adoption patterns. Although ICT use increased across all groups during the pandemic, the digital gap between public and private institutions narrowed but was not fully eliminated. These findings support the development of targeted professional training, strategic resource allocation, and institutional policies, particularly in public universities, to enhance digital competence and promote sustainable ICT integration, contributing to educational equity and progress toward Sustainable Development Goals.