The objective of this research was to determine the self-perceived level of development of digital teaching competence among faculty members at a public university in Mexico. The recognition of competence levels was carried out in the dimensions of communication, information, and digital resources. The study followed a non-experimental, cross-sectional design with a descriptive scope, employing a quantitative approach through an online questionnaire administered to a sample of 1,762 faculty members. The results indicate that the university level of competence development is intermediate, with variations across the assessed dimensions. The dimension with the lowest level of development is educational resources. It is concluded that the intermediate level of competence development is consistent with findings from other countries and that teacher training should incorporate higher-order taxonomic levels. Otherwise, faculty members will simply substitute one tool for another, missing opportunities to analyze and evaluate their teaching practices to modify or redefine them.