University teachers' perception of barriers to the use of digital technologies: the importance of the academic discipline

Abstract Digital technologies are currently one of the most used resources among students for developing their personalized learning environment. However, recent studies continue to demonstrate a lack of usage on the part of teaching staff for developing their teaching practices, especially at the university level. Through the identification of personal, professional, institutional, and contextual barriers, this study seeks to reveal the reasons why teachers in institutions of higher education do not use digital technologies for teaching purposes and whether the academic discipline influences this perception. The results suggest that professional barriers are the most prevalent and that the discipline of arts and humanities is where the most obstacles are perceived. In conclusion, there is a need for better professional development for teachers and more institutional involvement through strategic plans.