Mastery of digital competencies ensures the success of university management, as it allows for the systematization, organization, and proper use of technological tools, thus enabling improved processes and resource optimization.
The objective of this research was to analyze the digital competencies of program directors at a faculty of a public university in southern Ecuador.
It was framed within a mixed-approach study, descriptive-exploratory in scope, and cross-sectional in design, with a sample of 13 faculty directors. The technique applied was a survey and a self-assessment questionnaire, duly validated for its theoretical construct, reliability by Pearson's R, reliability by Cronbach's Alpha, and by experts using the Kappa index. The findings allowed us to identify four areas of digital competencies: professional commitment, digital content, teaching and learning, and assessment and feedback. Consequently, it was identified that program directors generally present a "high level" of digital competencies; Likewise, from the average ranges, it is analyzed that the area with the highest levels is Assessment and Feedback. In contrast, Area 3, Teaching and Learning, has the lowest levels of digital competencies. Finally, there is no difference between area 1 and area 2, professional commitment and digital content, respectively; the levels of competence remain the same.