Higher education increasingly demands strong digital competencies to support effective educational pathways. In this context, it is essential to examine the self-perception of digital competence among postgraduate at the Universidad Autónoma, Chile, with the goal of identifying the profile of digitally competent educators. To achieve this, the COMDID-A questionnaire was administered to 57 university professors. The results were then analysed across the dimensions of digital teaching competence, enabling the identification of key indicators that contribute to a teaching profile. This analysis also highlights areas requiring improvement to help educators reach a transformative level of digital teaching competence.