Abstract

Technological transformations have an impact on the practice of journalism, making it necessary to incorporate new competences that universities subsequently integrate, without taking into account the inequalities that affect students and teachers. Therefore, how do journalism teachers in Chile perceive their own media competences? The objective is to analyse the self-perception of these skills among Chilean journalism teachers, their most urgent challenges and socio-demographic differences. A quantitative approach is used, through a validated instrument applied to a sample of 213 journalism teachers from 26 Chilean universities, 17 located in the Metropolitan Region and others in Antofagasta, Bernardo O’Higgins, Coquimbo, Concepción, Los Ríos, Valparaíso and Viña del Mar. It is noted that, although the average score for media competencies was 3.8, not all dimensions of the construct are satisfactorily developed. Significant challenges exist in the dimension associated with the handling of technology, as well as in the production and dissemination of content in media environments. There are also significant gender differences in teachers’ self-perception. It is concluded that there is an urgent need to influence teacher training both in the technological domain and in the production of gender-equal content.