Synthetic Indicator of the Use of Mobile Technologies in Spanish Universities by Teachers of Social Sciences

Abstract

Digital transformation in higher education necessitates a central role for university faculty, yet there is a lack of comprehensive tools to measure their actual pedagogical use of technology. This study aims to refine the definition of a composite indicator to evaluate mobile technology adoption among social science university teachers. Using the results of the validated MOBILE-APP questionnaire, administered to a sample of N = 295 teachers from various social science degree programs, we employed multilevel structural equation modeling (SEM) to develop and implement a synthetic indicator for assessing mobile technology adoption levels among educators. The analysis of the considered factors (motivation, training, tools, and use) revealed differences in mobile technology adoption based on degree program, age, and previous experience. High motivation, training, use of institutional tools, and propensity for use promote the adoption of mobile technologies. Three levels of mobile technology adoption are identified and characterized. This synthetic indicator can be used both technically and socially to track the evolution of mobile technology adoption, enabling comparative analyses and longitudinal assessments that inform strategic decisions in training, infrastructure, and curriculum development. This research represents a step forward in the development of quantitative indicators and the assessment of research practices.