The paper presents the results of the research on the implementation of digital technologies in higher education. The IMRaD structure was used. The main objective is to discover how frequently the university teachers implement digital technologies and field-oriented digital technologies in their courses. The problem is considered from the point of view of different faculties (Faculty of Medicine, Education, Science, Social Studies) and teacher academic degrees (without PhD, PhD, Associate professor, Professor). In total, 176 university teachers from four faculties participated in the research (Faculty of Medicine: 76 respondents; Education 41; Science 53; Social Studies 6). Four null hypotheses were tested. Data were collected using an online questionnaire; out of 50 items on education, 8 of them directly dealt with digital technologies. Respondents expressed their opinions on the four-point and five-point Likert scales, multiple choice, Yes/No or open answers. The results revealed that there is a significant difference in the number of courses in which teachers from different faculties implement digital technologies. However, no significant differences were found between the faculties and academic degrees in the use of field-oriented technologies. The findings are discussed in the context of latest works. The limits and future research are outlined.