Assessment of Digital Competence in Future Teachers: An Analysis Based on the European Framework DigCompEdu
DOI:
https://doi.org/10.31637/epsir-2025-2450Keywords:
digital competence, DigCompEdu, higher education, digital technologies, perception, future teachers, student perception, educationAbstract
Introduction: In today's educational context, digital competence is essential in the training of future teachers, given the growing integration of digital technologies in teaching and learning processes. Methodology: This study explored the perception of undergraduate education students regarding their digital teaching competence using a questionnaire adapted from the European Framework for Digital Competence for Teachers (DigCompEdu). The tool was administered in the first term of the 2023/2024 academic year to 179 students in the Early Childhood and Primary Education programmes at the Sagrada Familia University Centre in Úbeda, affiliated with the University of Jaén. Results: The questionnaire assessed 22 competences in six key areas, and the results indicated that students generally scored at a B1 level of competence. In addition, an increase in the perception of their digital competence was observed after completing the questionnaire. Discussion: The self-assessment allowed students to reflect on their strengths and weaknesses in digital competences, facilitating significant awareness. Conclusions: The study highlights the usefulness of self-assessment as a strategy for identifying training needs and underlines the importance of continuing to strengthen digital competence in teacher training to improve future educational practice.
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Copyright (c) 2025 Elena Moreno Fuentes, José Hidalgo Navarrete, Jesús Juan Risueño Martínez
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