Tool vs. Pedagogy: Deconstructing Faculty Definitions of 'Digital Competence'

Digital competence has become a central objective in faculty development, yet its meaning remains contested between technical and pedagogical interpretations. This qualitative pilot study examines how university faculty themselves define the core challenge of digital teaching competence in the post-pandemic context. Drawing on thematic analysis of open-ended survey responses from a purposive sample of five professors across Southern Europe, the study investigates whether perceived difficulties lie in mastering digital tools or in designing effective pedagogy. Findings reveal a strong consensus that technical operation is a secondary concern, while pedagogical design constitutes the primary barrier. Faculty describe digital competence in terms of scaffolding learning activities, structuring interaction, and sustaining presence in online environments, warning against the reduction of Learning Management Systems to passive content repositories. Interpreted through the TPACK framework, the results suggest that current training models overemphasize tools at the expense of instructional design. The study argues for a strategic shift in professional development from instrumental skill acquisition toward pedagogical design literacy, enabling faculty to transform technology from a neutral instrument into a meaningful learning resource. While exploratory, the findings offer clear implications for sustainable digital competence frameworks in higher education.