An Empirical Approach to Teacher Digital Competence in Compulsory Secondary Education in Spain
Abstract In a context in which digital competencies have become increasingly important, this study carries out a diagnostic analysis for Spain on the actions associated with teachers' digital competence in compulsory secondary education, as recognised by the teachers themselves. The methodology employs secondary analyses guided by the objectives of our research, based on responses to specific PISA 2018 questionnaires, with a quantitative, non-experimental, and descriptive design on a sample of 18,892 teachers, stratified by subnational jurisdictions. The results concerning teaching competencies to facilitate access to digital information for students, teaching competencies for the use of digital tools in teaching, and school policy in the digital field reveal mediocre figures, broadly homogeneous across territories and with a poor compensatory orientation. From the analysis and discussion of the data, we conclude that there is a need to substantially improve teacher training, promote the use of digital technologies as effective tools to advance educational equity, and support schools in defining their own policies. A subsequent analysis, associated with PISA 2022, will allow us to estimate the effect of the response induced by COVID-19.
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Roig-Vila, R., Mengual-Andrés, S., & Quinto-Medrano, P. (2015). Conocimientos tecnológicos, pedagógicos y disciplinares del profesorado de Primaria. Comunicar, 45(23), 151–159. https://doi.org/10.3916/C45-2015-16
Tondeur, J., Valcke, M., & Van Braak, J. (2012). A multidimensional approach to determinants of computer use in primary education: teacher and school characteristics. Journal of Computer Assisted Learning, 24, 494-506. https://doi.org/10.1111/j.1365-2729.2008.00285.x
Voogt, J., Knezek, G., Cox, M., Knezek, D., & Brummelhuis, A. T. (2011). Under which conditions does ICT have a positive effect on teaching and learning? A Call to Action. Journal of Computer Assisted Learning, 29(1), 4-14. https://doi.org/10.1111/j.1365-2729.2011.00453.x
Ainley, J., & Carstens, R. (2018). International Survey (TALIS) 2018. Conceptual Framework. OECD Education Working Paper No. 187. EDU/WKP(2018)23. https://doi.org/10.1787/19939019
Cabero-Almenara, J., & Palacios-Rodríguez, A. (2020). Marco Europeo de Competencia Digital Docente «DigCompEdu» y cuestionario «DigCompEdu Check-In». EDMETIC, Revista de Educación Mediática y TIC, 9(1), 213-234. https://doi.org/10.21071/edmetic.v9i1.12462
Carrera, F. J., & Coiduras, J. (2012). Identificación de la competencia digital del profesor universitario: Un estudio exploratorio en el ámbito de las ciencias sociales. Revista de Docencia Universitaria, 10(2), 273-298. https://doi.org/10.4995/redu.2012.6108
Castaño Muñoz, J., & Weikert García, L. (2021). La capacidad digital de los centros educativos de España. Muestra representativa a través de SELFIE. Ministerio de Educación y Formación Profesional-Oficina de Publicaciones de la Unión Europea, Luxemburgo. https://doi.org/10.2760/33608
CSR Asia & Huawei (2017). The role of ICT in realising education for all by 2030. Achieving Sustainable Development Goal 4.
Delors, J. (1996). La Educación encierra un tesoro. Madrid: Santillana - Ediciones UNESCO. http://www.unesco.org/education/pdf/DELORSS.PDF
European Commission (2019). Key competences for lifelong learning. European Commission. https://d66z.short.gy/SMewjt
European Union (2020). Digital Education Action Plan (2021-2027). Resetting education and training for the digital age. COM (2020) 624 final. Brussels. https://d66z.short.gy/mzhBmk
Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Educational Technology Research and Development, 68, 2449–2472. https://doi.org/10.1007/s11423-020-09767-4
Hatlevik, O. E., Throndsen, I., Loi, M., & Gudmundsdottir, G. B. (2018). Students’ ICT self-efficacy and computer and information literacy: Determinants and relationships. Computers & Education, 118, 107–119. https://doi.org/10.1016/J.COMPEDU.2017.11.011
INTEF (2018). Marco Común de Competencia Digital Docente. Ministerio de Educación Cultura y Deporte. https://bit.ly/2RdzMOW
Jiménez-Hernández, D., Muñoz, P., & Sánchez, F.S. (2021). La Competencia Digital Docente, una revisión sistemática de los modelos más utilizados. Revista Interuniversitaria de Investigación en Tecnología Educativa, 10, 105-120. https://doi.org/10.6018/riite.472351
Kampylis, P., Punie, Y., & Devine, J. (2015). Promoting Effective Digital-Age Learning - A European Framework for Digitally-Competent Educational Organisations; EUR 27599. https://doi.org/10.2791/54070
Kaufmann D., Kraay A., & Mastruzzi, M. (2003). Governance Matters III: Governance Indicators for 1996-2002. Policy Research Working Paper;No. 3106. The World Bank Institute. https://doi.org/10.1596/1813-9450-3106
López Rupérez, F. (2020). El currículo y la educación en el siglo XXI. La preparación del futuro y el enfoque por competencias. Narcea Ediciones.
López Rupérez, F., García García, I., & Expósito-Casas, E. (2021). Formación inicial y formación permanente del profesorado de educación secundaria en España. Un análisis territorial. Bordón. Revista de Pedagogía, 73(4), 2021, 65-84. https://doi.org/10.13042/Bordon.2021.91081
McKinsey Global Institute (2017). A future that works: automation, employment, and productivity. McKinsey & Company.
OECD (2018). The Future of Education and Skills. Education 2030. https://d66z.short.gy/Hywnz4
OECD (2019a). PISA 2018 Results (Volume I). What Students Know and Can Do. OECD Publishing. https://doi.org/10.1787/5f07c754-en
OECD (2019b). PISA 2018. Technical report. OCDE Publishing. https://www.oecd.org/pisa/data/pisa2018technicalreport/
OECD (2020). Global teaching insights: a video study of teaching. OECD Publishing. https://doi.org/10.1787/20d6f36b-en
OECD (2021). Teaching in Focus #37. A deep look into teaching: Findings from the Global Teaching Insights video study. OECD. https://doi.org/10.1787/67dd4ed7-en
Pozo Sánchez, S., López Belmonte, J., Fernández Cruz, M., & López Núñez, J. A. (2020). Análisis correlacional de los factores incidentes en el nivel de competencia digital del profesorado. Revista Electrónica Interuniversitaria de Formación del Profesorado, 23(1), 143-159. https://doi.org/10.6018/reifop.396741
Redecker, C. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. Punie, Y. (ed), EUR 28775 EN. Publications Office of the European Union, Luxembourg, 2017. https://doi.org/10.2760/159770
Rodríguez-García, A. M., Cáceres-Reche, M. P., & Alonso-García, S. (2018). La competencia digital del futuro docente: análisis bibliométrico de la productividad científica indexada en Scopus. International Journal of Educational Research and Innovation (IJERI), 10, 317-333.
Roig-Vila, R., Mengual-Andrés, S., & Quinto-Medrano, P. (2015). Conocimientos tecnológicos, pedagógicos y disciplinares del profesorado de Primaria. Comunicar, 45(23), 151–159. https://doi.org/10.3916/C45-2015-16
Tondeur, J., Valcke, M., & Van Braak, J. (2012). A multidimensional approach to determinants of computer use in primary education: teacher and school characteristics. Journal of Computer Assisted Learning, 24, 494-506. https://doi.org/10.1111/j.1365-2729.2008.00285.x
Voogt, J., Knezek, G., Cox, M., Knezek, D., & Brummelhuis, A. T. (2011). Under which conditions does ICT have a positive effect on teaching and learning? A Call to Action. Journal of Computer Assisted Learning, 29(1), 4-14. https://doi.org/10.1111/j.1365-2729.2011.00453.x
López Rupérez, F., García García, I., & Expósito-Casas, E. (2026). An Empirical Approach to Teacher Digital Competence in Compulsory Secondary Education in Spain. Education in The Knowledge Society, 27, e30200. https://doi.org/10.14201/eks.30200
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