Assessment of digital competence in future educators: an exploratory analysis in higher education
DOI:
https://doi.org/10.21556/edutec.2025.92.3351Keywords:
Digital competence, teacher training, DigCompEdu, higher educationAbstract
In the current educational context, digital competence is essential in the training of future teachers. This study explores the perceptions of 179 students (121 women and 58 men) from the Primary Education and Pre-primary Education degrees at the Sagrada Familia University Centre in Úbeda regarding their digital teaching competence. The instrument used was an adaptation of the DigCompEdu questionnaire, originally designed for practising teachers and modified for this student population.
The study's objectives were to analyse the change in students' initial beliefs about their digital competence after completing the questionnaire and to examine whether factors such as degree program, year of study, or gender influence these perceptions. The results indicate an increase in the perception of digital competence after completing the questionnaire, with significant differences before and after its application.
When analysed by dimensions and factors, significant differences were found in the dimensions of Digital Resources, Digital Pedagogy, Assessment and Feedback, and Facilitating Students' Digital Competence between the Pre-Primary and Primary Education degrees. Additionally, significant differences were observed concerning the year of study, but not with gender.
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