The Doctoral Thesis consists of a research project focused on the role that technology has in the educational and research work of Higher Education teachers, with the aim of understanding their main strengths and weaknesses and being able to identify significant predictors that will subsequently allow university institutions, through their public policies, to design action plans to improve and strengthen these digital competences. To achieve this purpose, different quantitative approaches have been used from the collection of data with the elaboration of a survey for this research. Specifically, the first methodological design applied was the elaboration of the measurement instrument through a structural equation analysis (SEM) with a causal model, with the purpose of being able to measure and explain the causal relationships that exist when integrating digital resources in the research work of university professors. This design has subsequently been complemented with other statistical techniques such as analysis of variance (ANOVA), multiple linear regression (MLR), group comparison techniques (Mann-Whitney) or classification trees, with the aim of finding significant predictors that significantly impact teachers' competencies. In the 21st century era called the information and communication society, the integration of digital resources is becoming a key aspect in all aspects of life, including education. In order for researchers to advance in their transfer of scientific knowledge, they must possess skills and abilities that allow them to research in the best possible way. Fundamental aspects such as the digital flow of the teacher-researcher regarding the integration of digital resources, the quality of the resources and technological infrastructures to be used in said research, digital ethics as a key aspect when developing scientific knowledge, the anxiety towards the use of technology in said research tasks, or even the perception of behavioural intention, are aspects that influence the real use that the teacher makes of said resources. All these factors have been analysed in the causal model of the first research article, included in this Doctoral Thesis. Furthermore, in the scientific literature of the last decades, there has been no common understanding about the sex and the level of digital competence of teachers. Specifically, the study by sex has been focused on the literature related to digital competences of teachers, and not oriented towards research competences through sex. This aspect gave rise to the second study of this doctoral thesis, about the integration of ICT by teachers in their research work, depending on their sex and type of educational insti-tution in which they work as PDI (acronym in Spanish, Teaching Staff and researcher), whether public or private. Last but not least, other factors also appear as key elements in the acquisition and development of digital competences of the teacher-researcher in his/her research work. The creativity of entrepreneurial researchers, responsible for transferring scientific knowledge through technological innovation, is a key factor that favours greater digital competence of the teacher. These aspects have been analysed in the third article of this doctoral thesis together with the use by teachers of different technological resources proposed by the different Horizon reports

Tesis Doctoral inédita leída en la Universidad Autónoma de Madrid, Facultad de Formación del Profesorado y Educación, Departamento de Pedagogía. Fecha de Lectura: 23-04-2025