Do not miss the opportunity to take this Postgraduate Certificate with us; you will notice you are better equipped to assist your students” 

The main objective of this Postgraduate Certificate is to encourage and strengthen the skills and abilities of university professors by incorporating the most current teaching tools in higher education. Professors will be able to transmit to their students the motivation required to continue with their studies, always from a commitment to educational quality.  

Throughout the course, they will review the fundamental knowledge of education and teaching to learn the best way to guide and orient students on a daily basis. 

This training stands out for its order and distribution of theoretical material, guided practical examples in all its modules, and motivational and explanatory videos. This content will enable our students to conduct a simple and clear study of the education offered in higher education institutions, with special emphasis on digital competencies. 

They will be introduced to the main digital tools, which can then be applied in their lessons to make their daily work more didactic, to succeed as educations, and to enable the future success of their students. 

In addition, as it is an online program, the student can choose where and when to study, which will allow him/her to combine his/her studies with his/her work and family life. 

Gain new skills with this Postgraduate Certificate in Digital Competencies in University Teaching. It will allow you to improve your skills, give your CV a competitive edge and increase the quality of your lessons and delivery”

This Postgraduate Certificate in Digital Competencies in University Teaching contains the most complete and up-to-date educational program on the market. The most important features include: 

  • Practical cases presented by experts in digital competences in university teaching
  • The graphic, schematic, and practical contents with which they are created, provide scientific and practical information on the disciplines that are essential for professional practice
  • The latest news on digital competences in university teaching 
  • Practical exercises where self-assessment can be used to improve learning 
  • Its special emphasis on innovative methodologies in digital competencies in university teaching 
  • Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments 
  • Content that is accessible from any fixed or portable device with an internet connection 

This Postgraduate Certificate is the best investment you can make in selecting a refresher program to update your knowledge of Digital Competencies in University Teaching”

The teaching staff includes higher education professionals who contribute their work experience to this training, as well as renowned specialists from leading societies and prestigious universities. 

The multimedia content, developed with the latest educational technology, will provide the professional with situated and contextual learning, i.e., a simulated environment that will provide immersive education programmed to learn in real situations. 

This program is designed around Problem-Based Learning, whereby students must try to solve the different professional practice situations that arise throughout the course. To that end, they will be assisted by an innovative, interactive video system developed by recognized and extensively experienced experts in digital competencies in university teaching. 

If you want to train with the best teaching methodology and multimedia, this is your best option"

This Postgraduate Certificate is 100% online, which will allow you to balance your professional life with your private life, while expanding your knowledge in the field"


The content has been designed and structured by the best professionals in university teaching, who have extensive experience and recognized prestige in the profession, backed by the volume of cases reviewed, studied, and diagnosed, and who also have extensive knowledge of new technologies applied to teaching.

We have the most complete and up-to-date program on the market. Don't hesitate and join our student community!"

Module 1. Skill Based Learning in Higher Education 

1.1. Learning Theories

1.1.1. Concept of Learning 
1.1.2. Concepts Related to Teaching Educate Teach Instruct

1.1.3. The Relationship Between Learning and Teaching 
1.1.4. Evolution of Learning from Childhood to the World of University 
1.1.5. Different Educational Institutions

1.2. The Sum of Learning: Learning by Competencies

1.2.1. Learning Paths
1.2.2. 10 Types of Learning Implicit and Explicit Learning Explicit Learning Associative Learning Rote Learning Experience-Based / Situated Learning Learning by Observation Cooperative Learning Cooperative Learning Significant Learning Skill-Based Learning

1.3. Competences Related to Self-Learning

1.3.1. Basic Skills
1.3.2. Concept of Self-Learning
1.3.3. Contextualization of Learning
1.3.4. Self-Regulated Learning
1.3.5. Autonomous Learning

1.4. Skill Based Learning in Different Educational Levels

1.4.1. Kindergarten Skills
1.4.2. Elementary School Skills
1.4.3. Middle/High School Skills
1.4.4. Skills for within the University Environment

1.5. Skill-Based Learning in Higher Education

1.5.1. Characteristics of the University Student Body
1.5.2. Characteristics of the University Teaching Staff
1.5.3. Skills from the Syllabus
1.5.4. Prerequisites for Skill Based Learning at University
1.5.5. Skills and the Different University Specialties

1.6. Transversality of Skills

1.6.1. Resources Management
1.6.2. Interpersonal Relations Management
1.6.3. Information Management
1.6.4. Evolution and Refreshing Knowledge in the Face of Change
1.6.5. Technological Domain

1.7. Implementation of Skills from the Curriculum

1.7.1. Levels of Curriculum Specification
1.7.2. Adequacy of Teaching and Curriculum Design
1.7.3. Skills in Students with Functional Diversity

1.8. Competency Assessments

1.8.1. What and How to Assess Now?
1.8.2. Qualification Criteria
1.8.3. Assessing “Know How”, “Know How to Be” and “Know How to Do”
1.8.4. Objective and Subjective Assessment
1.8.5. Interaction Between Skills

1.9. Skills of a University Professor

1.9.1. Profiles of the University Teaching Staff
1.9.2. Planning the Teaching/Learning Process
1.9.3. Presenting Content to the Students
1.9.4. Ability to Integrate Resources Outside University
1.9.5. Suitability of the Teaching Practice to Meet the Demands of the Environment

1.10. Teaching Strategies to Develop Skills at University

1.10.1. The Field of Communication and Expression
1.10.2. Relationship Between Skill and Subject
1.10.3. Time Management
1.10.4. Group Work and Projects
1.10.5. Information Processing and Digital Technology in the University Environment
1.10.6. Time Management
1.10.7. Group Work and Projects
1.10.8. Information Processing and Digital Technology in the University Environment

Module 2. Teacher Tools and Resources for Teaching and Learning

2.1. The Teaching Process 

2.1.1. Definition of the Concept of Teaching 
2.1.2. Different Theories on the Concept of Teaching 
2.1.3. Modalities of Teaching 
2.1.4. Educational Levels throughout Development 

2.2. The Learning Process 

2.2.1. Definition of the Concept of Learning 
2.2.2. Evolution of the Concept of Learning 
2.2.3. Different Theories on the Concept of Learning 
2.2.4. Learning in Different Educational Stages 

2.3. Teaching/ Learning Process 

2.3.1. Learning and Teaching 
2.3.2. The Teacher’s Role in the Teaching/Learning Process 
2.3.3. The Student Body in the Teaching/Learning Process
2.3.4. Elements of the Teaching/Learning Process
2.3.5. Reflection on the Teaching/Learning Process

2.4. Current Teaching and Learning Strategies

2.4.1. Types of Teaching Strategies
2.4.2. Types of Learning Strategies
2.4.3. Inverted Teaching: Flipped Classroom 

2.5. Inclusive Learning: Learning for Everyone 

2.5.1. Inclusive Education UNESCO 
2.5.2. From Integration to Inclusion 
2.5.3. Designing Inclusive Learning Programs 
2.5.4. Functional Diversity and Learning 

2.6. Guidance vs. Self-Learning

2.6.1. Academic Guidance 
2.6.2. Tutorial Action Plan 
2.6.3. Elements Involved in the Process 
2.6.4. Self-Learning and Decision-Making

2.7. Emotional Learning in the Digital Era 

2.7.1. Emotional Learning
2.7.2. Stage Types and Methods in Emotional Learning 
2.7.3. The Digital Divide between Professors and Students 
2.7.4. Teaching in the Era of Digital Connectivity 

2.8. Methodologies for the Teaching of Tomorrow 

2.8.1. Evolution of Teaching Methods 
2.8.2. Importance of Context 
2.8.3. Role of the Teacher in the Teaching of the Future 
2.8.4. Teaching with Tutorials Learning Communities 
2.8.5. Classroom Organization: Flexible Timings and New Spaces 

2.9. Teaching Resources and Tools 

2.9.1. Differences Between Didactic Resources and Tools 
2.9.2. Didactic Resources Types 
2.9.3. Choosing Resources and their Tools 
2.9.4. Design and Use of Conventional Resources 
2.9.5. Families as an Educational Resource 

2.10. Training the Trainers 

2.10.1. Access to Teaching 
2.10.2. Continuous Training and Teacher Retraining 
2.10.3. Teacher Action Research 
2.10.4. Project, Method and Didactic Material Exchange 
2.10.5. Teaching Resource Banks

A unique, key, and decisive Training experience to boost your professional development”