BACKGROUND: The digital competency of health professional educators is crucial for institutions to develop digital skill policies and initiatives, plan professional development, and integrate technology into teaching practices. However, the development of policies, initiatives, and professional development programs related to digital skills is limited in low and middle-income countries due to a lack of empirical evidence. This study seeks to evaluate the digital competency of health professional educators in Ethiopian medical education.

METHODS: A survey was conducted at public Higher Education Institutions that provide health training programs in Ethiopia from April to September 2023 using the digital competency level assessment tool. Descriptive statistics were used to summarize the skill levels, and a chi-square test analysed the relationship between digital skills and various factors.

RESULTS:  This study involved 498 health professional educators from 16 institutions. Most were male and taught clinical science. Over half worked in research institutions and held academic positions as assistant professors or above. About 10% were beginners in digital skills, with over half at an explorer level. Only a small percentage were experts. The majority had low digital skill competency, with only 7.2% showing high competency. There was no significant association between digital skill competency and factors like the type of institutions, program, course type or academic rank

CONCLUSIONS: There is a notable lack of digital skill competency among faculty members, with the majority lacking expertise in this area. Educators require guidance, collaborative encouragement, and knowledge exchange to enhance their digital competencies and effectively harness technology in their teaching.

 KEYWORDS: Digital learning, digital competency, digital skill competency, Ethiopia, health professional educators, higher education institution