Competencia digital del profesorado de Educación Primaria en centros educativos públicos de la ciudad de Alicante, España

Abstract

This study aims to analyse the digital competence level of primary education teachers in public schools in Alicante. Conducted in a context where information and communication technologies (ICT) are pervasive in society, it is essential for teachers to acquire digital skills to meet student demands and adapt to new teaching methodologies. The research uses a non-experimental quantitative design, collecting data through a self-administered questionnaire based on the European Union’s DigCompEdu framework. The sample consists of 155 voluntarily participating teachers from five randomly selected public primary schools. Findings indicate that most participants perceive their digital competence as inadequate to meet students’ learning needs in the digital era. Additionally, a significant association between teachers’ digital competence and age was found, with younger and less experienced teachers demonstrating higher competence levels. The study concludes that the initial hypothesis, which posited an insufficient level of digital competence among the studied teachers, is supported. The results justify the need for tailored training programs addressing various aspects of digital competence, adapted to teachers’ age and work experience. These programs should focus on didactic design, planning, and implementation, organisation and management of digital spaces and resources, communication and collaboration, digital ethics and citizenship, and professional development. Such efforts aim to close the digital gap and ensure quality education in the digital age.