Teacher Training in Lifelong Learning—The Importance of Digital Competence in the Encouragement of Teaching Innovation

sus ainabili y A icle Teache T aining in Li elong Lea ning—The Impo ance o Digi al Compe ence in he Encou agemen o Teaching Inno a ion Es he Ga zón A acho 1,*, Tomás Sola Ma ínez 1, JoséLuís O ega Ma ín2, JoséAn onio Ma ín Ma ín1and Ge a do Gómez Ga cía1,* 1Depa men o Didac ics and School O ganiza ion, Uni e si y o G anada, 18071 G anada, Spain; sola@ug .es (T.S.M.); jma in@ug .es (J.A.M.M.) 2Depa men o Didac ics o Language and Li e a u e, Uni e si y o G anada, 18071 G anada, Spain; o egam@ug .es *Co espondence: es e ga@co eo.ug .es (E.G.A.); gomezga cia@ug .es (G.G.G.); Tel.: +34-958-248-397 (E.G.A.) Recei ed: 12 Feb ua y 2020; Accep ed: 1 Ap il 2020; Published: 3 Ap il 2020   Abs ac : The e iginous ad ance o socie y in ecen yea s has o ced a modi ica ion o demands among ci izens and educa o s. The a i al o in o ma ion and communica ion echnologies o he educa ional a mosphe e has led o he de elopmen o he digi al compe ence o eache s, which is one o he educa ional challenges eache aining has o ace now. Based on his, his wo k in ends o ca y ou an e alua ion o he de elopmen o digi al compe ence in eache s o he Li elong Lea ning s age in he communi y o Andalusia (Spain). In o de o do so, a quan i a i e and ans e sal wo k design was used, wi h a sample o 142 eache s om di e en schools in his a ea. The esul s showed a de ici o eache s in he i e digi al dimensions, especially in he c ea ion o digi al con en . I was also cla i ied ha he e was a di ec ela ionship be ween p e ious in o ma ion and communica ion echnology (ICT) aining and he dimensions o communica ion and collabo a ion, and con en c ea ion. Finally, he wo k he e showed ha he eache s conce ned wi h p ese ice ICT aining we e young and wi h less han 10 yea s o expe ience. In conclusion, he de elopmen o digi al eaching compe ence con inues o be a challenge o he educa ion sys em which mus he e o e be add essed, and i shall con inue o be a key issue in he aining o cu en eache s, as i is indeed a undamen al pilla o p omo ing a new way o eaching, being he only way o de elop an a eal eaching inno a ion pano ama. Keywo ds: eache aining; digi al compe ence; in o ma ion and communica ion echnologies; educa ional challenges 1. In oduc ion In ecen yea s, in o ma ion and communica ion echnologies (ICTs) ha e en e ed socie y, causing nume ous changes o he social and economic le els, and wi hou any doub , o he educa ional one. The eali y o i s a i al has led o a change in educa ional plans, whose lines needed o be adap ed o an inno a i e aining whe e cul u e and digi al p ac ice is p edominan [ 1 ]. ICTs pe mea e ou daily li es, and hei use is becoming a undamen al equi emen o inse ion and p omo ion in he wo kplace, o lea ning au onomy, and o encou aging he p ac ice o ac i e ci izenship [2,3]. I we p oceed o make a demog aphic dis inc ion o he di e en web use s ha exis on he ne , we can dis inguish, on he one hand, hose who ha e g own up a ound echnology, called digi al na i es, and he e o e, who ha e in e ac ed wi h he digi al en i onmen om he beginning o hei li es, and on he o he hand, hose who we e adul s when ICTs en e ed hei li es, called digi al Sus ainabili y 2020,12, 2852; doi:10.3390/su12072852 www.mdpi.com/jou nal/sus ainabili y Sus ainabili y 2020,12, 2852 2 o 13 immig an s by expe s, and who ha e g own up in an analogue en i onmen . These a e he ones he new echnological ools and mul imedia language need o be shown o, in o de o p omo e hei ac i e pa icipa ion in he new in o ma ion socie y in which we cu en ly li e [4]. I we ake a look a he educa ional landscape, he p esence o ICTs is inc easing wi hin class ooms a di e en educa ional s ages [ 5 – 7 ]. Fo his eason, many expe s ha e s a ed ha he de elopmen o digi al eaching skills is a challenge o be aced by u u e gene a ions and a challenge o be me in he ace o he quickly echnological p og ess in which we li e. In his sense, he Ho izon Repo ou lines how echnology and digi al ools a e e e ywhe e; howe e , hey can be ine ec i e when hey a e no in eg a ed in o he lea ning p ocess in a meaning ul way [ 8 ]. In ela ion o his idea, along he lines o educa ional imp o emen , he Sus ainable De elopmen Goals (SDG) a e beginning o be linked o di e en educa ional a eas. The goals ha e been de ined by he Uni ed Na ions as pa o i s Sus ainable De elopmen Agenda 2030, es ablishing a o al o 17 goals whe e educa ion and ICTs a e key o hei achie emen . Among he 17 goals, he one which has a mos di ec ela ion o educa ion is SDG 4: Quali y Educa ion. Fo his eason, he concep o digi al eache compe ence is e y ele an , unde s ood as a skill ha can imp o e hei eaching p ocess [9]. As a ma e o ac , he impo ance o digi al compe ence is also obse ed in he Digi al Agenda o Eu ope, p esen ed in he amewo k o he Eu ope 2020 s a egy, whe e digi al compe ence is e lec ed as a p io i y challenge o be aced by he educa ional communi y [ 10 ]. In his sense, digi al compe ence has become one o he basic skills ha e e y ci izen mus de elop a he end o hei basic educa ion in he Eu opean sphe e [ 11 ]. In he Spanish one, he INTEF (Ins i u o Nacional de Tecnolog í as Educa i as y Fo maci ó n del P o eso ado (Na ional Ins i u e o Educa ional Technologies and Teache T aining)) is esponsible o ensu ing he de elopmen o an educa ional p ac ice ha p omo es he inclusion o ICTs in he class ooms o mul iple educa ional spaces, as well as he beginning o an ini ial and ongoing aining in i e speci ic compe ence a eas [12] (Table 1). Table 1. Compe ence a eas ha de elop he Digi al Teaching Compe ence. Sou ce: [12]. In o ma ion and In o ma ion Li e acy Iden i y, loca e, ob ain, s o e, o ganize, and analyze digi al in o ma ion, da a, and digi al con en , which assess hei pu pose and ele ance o eaching asks Communica ion and Collabo a ion Communica e in digi al en i onmen s, sha e esou ces h ough online ools, connec and collabo a e wi h o he s h ough digi al ools, in e ac and pa icipa e in communi ies and ne wo ks, which all lead o c oss-cul u al awa eness Digi al Con en C ea ion C ea e and edi new digi al con en , in eg a e and ewo k p e ious knowledge and con en , c ea e a is ic p oduc ions, mul imedia con en and compu e p og amming, o know how o apply in ellec ual p ope y igh s and licenses o use Secu i y Acknowledge p o ec ion o in o ma ion and pe sonal da a, p o ec ion o digi al iden i y, p o ec ion o digi al con en , as well as secu i y measu es and a esponsible and sa e use o echnology P oblem Sol ing Iden i y needs o use digi al esou ces, make in o med decisions abou he mos app op ia e digi al ools acco ding o he pu pose o need, sol e concep ual p oblems h ough digi al media, use echnologies c ea i ely, sol e echnical p oblems, and upda e hei own compe ence and ha o o he s To sum up, i is ele an o e iew o he de ini ions o digi al compe ence ha complemen he p e ious one, dis inguished in he ollowing compe ences: 1—Technical compe ence; 2—Capaci y o use digi al echnologies in a meaning ul way o wo k; 3—Capaci y o c i ically e alua e digi al echnologies; and 4—Mo i a ion o pa icipa e in and commi men o digi al cul u e [13]. In o de o measu e he de elopmen o exis ing digi al li e acy, a ious agencies ha e es ablished measu emen amewo ks o de e mine a pe son’s le el o digi al li e acy. Among he mos impo an Sus ainabili y 2020,12, 2852 3 o 13 a e he Common F amewo k o he Digi al Compe ence o Teache s in Spain [ 12 ], he Eu opean F amewo k o he Digi al Compe ence o Educa o s—DigComp [ 14 ] o he ISTE s anda ds [ 15 ]. In his way, in a p ocess simila o ha o de e mining language knowledge, i allows quali ying someone’s le el o digi al compe ence based on hei p o en skills. 1.1. The Impo ance o Li elong Lea ning o he P omo ion o Digi al Li e acy in Socie y The Law on Educa ion in Andalusia speci ies ha con inuing educa ion is “ he one which has he pu pose o gi ing all pe sons o e he age o eigh een he oppo uni y o acqui e, upda e, comple e o expand hei knowledge and skills o hei pe sonal o p o essional de elopmen ” [16]. The speci ic public cen e s o Adul Li elong Lea ning a e he CEPER-SEPER (Cen os y secciones de Educaci ó n Pe manen e (Cen e s and Sec ions o Li elong Lea ning)), he IPEP-SIPEP (Secci ó n del ins i u o e ins i u o p o incial de Educaci ó n Pe manen e (Ins i u es and P o incial Sec ions o Li elong Lea ning)), he IESs (Ins i u os de Educaci ó n secunda ia (Ins i u es o Seconda y Educa ion)), he EOIs (Escuela o icial de idiomas (O icial Language Cen e s)) and he dis ance lea ning ins i u es o Andalusia. Focusing on he i s ypology, i is an o ganized ins i u ion, as i has a main cen e , and he es o he cen e s depend on i . In his case, he main cen e is he CEPER, and he es a e he SEPERs. This ype o cen e o e s he ob aining o he basic aining quali ica ion o p epa a ion o accessing o a p o essional aining [17]. Likewise, hese cen e s also p omo e non o mal educa ional plans in hose aining no ions ha a e conside ed impo an oday, as is he case o ICT aining. They a e included in he aining o he de elopmen o an ac i e ci izenship, and hey ha e he objec i e o encou aging in e ac ion o adul s wi h ICTs, o achie e an au onomous de elopmen in he in o ma ion socie y. In b ie , i is ele an o highligh some complemen a y ee sec ions such as Andaluc í a Comp omiso Digi al (Andalusian Commi men o Digi al A ea), which o e s an app oach o a basic aining in each o he dimensions o digi al compe ence [18]. Fo his eason, he de elopmen o echnological esou ces in di e en educa ional spaces p omo es he need o iden i y he le el o digi al compe ence o he eaching body ha p o ides i , in o de o deeply s udy he possible limi a ions and o be able o c ea e lines o imp o emen ha encou age he co ec ion o hese compe ence di icul ies [ 19 ]. I is c ucial ha educa ional inno a ion also ake place in Li elong Lea ning, since his is an educa ional s age ha ains ci izens who, in hei majo i y, ha e no come in o con ac wi h ICTs be o e, and he e o e, i is a pe iod in which hey lea n basic skills ha will allow hem o de elop au onomously in a echnological en i onmen . Fo hese easons, i is essen ial ha eache s a his s age o educa ion do no only ely on echnological esou ces when eaching, bu hey also mus ha e he necessa y skills o unde s and he educa ional oppo uni ies o e ed by ICTs and be able o e ec i ely ansmi hem o hei s uden s [20,21]. 1.2. Backg ound Acco ding o Cabe o [ 22 ], he 21s -cen u y eache should be one who has a compendium o skills ha allows hem o guide s uden s in hei echnology-assis ed lea ning p ocess. The li e a u e jus i ies he impo ance o p oducing wo ks ha measu e he digi al compe ence o eache s in o de o ake u gen and immedia e ac ion o mee he educa ional challenges o he u u e [ 23 – 26 ]. Thus, he e is a g ea deal o esea ch ha has ied o co e he analysis o digi al eache compe ence in di e en subjec s o he educa ion sys em. On one hand, he e a e hose who deal wi h he analysis o u u e eache s o p eschool and p ima y educa ion [ 27 – 32 ], whose esul s indica ed ha u u e eache s p esen ed an in e media e le el in he de elopmen o digi al compe ence. The e o e, his is a basic le el ha may be enough o he sel -de e mina ion o he u u e eache in he opic, bu i is no enough o each digi al p ac ice o hei u u e s uden s. [28]. In his line, he e a e ele an s udies [ 33 , 34 ] ha speci y a de icien le el in he in o ma ional a ea, esea ch, selec ion, and collec ion o in o ma ion. Addi ionally, hey deal wi h he analysis o digi al compe ence in ac i e eache s, and among hem, we can ind a compendium o s udies in Sus ainabili y 2020,12, 2852 4 o 13 di e en con ex s ha de e mine ha eache s do no ha e enough digi al skills acco ding o he cu en demands o he in o ma ion socie y [35,36]. Thus, among he dimensions ha cons i u e digi al eaching compe ence, he ele ance o especially de eloping he dimensions o collabo a ion and communica ion and, undamen ally, ha o con en c ea ion, which p esen s wo se le els o de elopmen , s ands ou [ 37 – 39 ]. The esul s o hese s udies show ha highe educa ion eache s need o know he didac ic use ulness o echnological esou ces in o de o encou age hei use in he class oom. A he same ime, esea ch on his subjec also includes an analysis o ac o s ha can be iden i ied as possible inciden s in he de elopmen o digi al eaching skills such as he na u e o he educa ion cen e , which cons i u es a de e mining ac o in he de elopmen o digi al eaching skills [ 40 ]. In u n, o he a iables such as gende , p e ious ICT aining, eache quali ica ions, eaching expe ience, and he sociocul u al con ex may ha e a di ec impac on he le el o digi al compe ence p esen ed [ 41 – 46 ]. Finally, esea ch in in e na ional con ex s co obo a es he sca ci y o digi al compe ence, especially when i comes o eache s being able o c ea e hei own digi al con en o sha e i wi h he es o he eaching communi y [ 47 – 51 ]. The lack o his compe ence causes he limi a ion o he use o ICTs by eache s in hei class ooms and u ns i in o a me e suppo ool in hei adi ional discou se. The e o e, special emphasis is placed on i s de elopmen so ha eache s can engage in new ways o eaching in he class oom, such as ac i e me hodologies suppo ed by ICTs, such as p ojec lea ning, p oblem-based lea ning, lipped class oom o mobile lea ning, all o which encou age ac i e exe cise by bo h eache s and s uden s [38]. 1.3. Resea ch Obje i es As e idenced in he li e a u e e iew, he le el o digi al compe ence in he eaching body a ies depending on he con ex and s age o educa ion. Based on he ideas p esen ed, he objec i e o his wo k is o iden i y he le el o digi al compe ence in eache s o Li elong Lea ning in he Au onomous Communi y o Andalusia (Spain). F om his objec i e, he ollowing speci ic objec i es a e also co e ed: • De e mining which a e he a eas in which Li elong Lea ning eache s p esen a g ea e lack o knowledge. • Ve i ying i he e a e signi ican di e ences in he de elopmen o eache s’ digi al compe ence acco ding o he p e ious aining ha he analyzed eache s ecei ed on ICTs; and •Analyzing wha ac o s di ec ly in luence whe he p io ICT aining o eache s akes place. 2. Ma e ials and Me hods The use o a c oss-cu ing me hodology o a quan i a i e na u e was ad oca ed in o de o ob ain empi ical da a h ough he desc ip ion o he educa ional eali y. To his end, he applica ion o di e en desc ip i e–in e en ial s a is ical measu es was used o accu a ely desc ibe subjec s’ esponses [ 52 , 53 ]. 2.1. Sample The popula ion was composed o eache s wi hin a ious public Li elong Lea ning cen e s in he Au onomous Communi y o Andalusia, Spain. Fo he coun ing o he sample (n =142), s a i ied andom sampling was applied, which included eache s om di e en p o inces o Andalusia (G anada, Huel a, Se illa, C á diz, Alme í a, and C ó doba) (Figu e 1). The subjec s we e pa o he CEPER-SEPER and IES ha o e adul aining. Sus ainabili y 2020,12, 2852 5 o 13 Sus ainabili y 2020, 12, x FOR PEER REVIEW 5 o 13 Figu e 1. O igin o he sample o Li elong Lea ning eache s. Table 2 de ails he sociodemog aphic cha ac e is ics below. Table 2. Cha ac e is ics o he s udy sample. Va iable Mean SD Gende 1.58 0.500 Age 35.40 8.595 P e ious ICT aining 1.285 0.453 Teaching expe ience 4.97 3.075 2.2. Ins umen The ins umen used was an ad hoc ques ionnai e based on exis ing dimensions o digi al eache compe ence. I consis s o 91 i ems, di e en ia ed as ollows: 16 i ems on in o ma ion and in o ma ion li e acy; 31 on communica ion and collabo a ion; 16 on digi al con en c ea ion; 13 on digi al secu i y; and 15 on p oblem sol ing. The ins umen 's scale is o he Like ype, wi h 10 esponse op ions (1 = ne e ; 10 = always). The ollowing is he coding ha ollows he di e en dimensions and he compe encies ha encompass hem: B.1. In o ma ion and In o ma ion Li e acy B.1.1. Na iga ion, sea ch, and il e ing o in o ma ion B.1.2. E alua ion o in o ma ion and da a and digi al con en B.1.3. S o age and e ie al o in o ma ion, and da a and digi al con en B.2. Communica ion and Collabo a ion B.2.1. In e ac ion h ough digi al echnologies B.2.2. Sha ing in o ma ion and digi al con en B.2.3. Online ci izen pa icipa ion Figu e 1. O igin o he sample o Li elong Lea ning eache s. Table 2de ails he sociodemog aphic cha ac e is ics below. Table 2. Cha ac e is ics o he s udy sample. Va iable Mean SD Gende 1.58 0.500 Age 35.40 8.595 P e ious ICT aining 1.285 0.453 Teaching expe ience 4.97 3.075 2.2. Ins umen The ins umen used was an ad hoc ques ionnai e based on exis ing dimensions o digi al eache compe ence. I consis s o 91 i ems, di e en ia ed as ollows: 16 i ems on in o ma ion and in o ma ion li e acy; 31 on communica ion and collabo a ion; 16 on digi al con en c ea ion; 13 on digi al secu i y; and 15 on p oblem sol ing. The ins umen ’s scale is o he Like ype, wi h 10 esponse op ions (1 =ne e ; 10 =always). The ollowing is he coding ha ollows he di e en dimensions and he compe encies ha encompass hem: B.1. In o ma ion and In o ma ion Li e acy B.1.1. Na iga ion, sea ch, and il e ing o in o ma ion B.1.2. E alua ion o in o ma ion and da a and digi al con en B.1.3. S o age and e ie al o in o ma ion, and da a and digi al con en B.2. Communica ion and Collabo a ion B.2.1. In e ac ion h ough digi al echnologies B.2.2. Sha ing in o ma ion and digi al con en Sus ainabili y 2020,12, 2852 6 o 13 B.2.3. Online ci izen pa icipa ion B.2.4. Collabo a ion h ough digi al channels B.2.5. Ne ique e B.2.6. Digi al iden i y managemen B.3. C ea ion o Digi al Con en B.3.1. De elopmen o digi al con en B.3.2. In eg a ion and ewo king o digi al con en B.3.3. Copy igh and licenses B.3.4. P og amming B.4. Secu i y B.4.1. De ice p o ec ion B.4.2. P o ec ion o pe sonal da a and digi al iden i y B.4.3. Heal h p o ec ion B.4.4. En i onmen al p o ec ion B.5. P oblem sol ing B.5.1. Technical oubleshoo ing B.5.2. Iden i ica ion o echnological needs and esponses B.5.3. Inno a ion and c ea i e use o digi al echnology B.5.4. Iden i ica ion o gaps in digi al compe ence Fo he alida ion p ocedu e, he ins umen was subjec ed o a con en analysis by mul iple expe s om he Uni e si ies o M á laga, G anada, and Se illa. Subsequen ly, i s in e nal consis ency o he a iables was co obo a ed h ough Ba le ’s sphe ici y es (KMO =0.79; p<0.001). Wi h espec o he eliabili y o he ins umen , i was analyzed h ough C onbach’s alpha coe icien ( α =0.87) and he wo Gu man hal es (0.74), eco ding bo h op imal alues, hus gua an eeing he adequa e pe o mance o he esea ch. 2.3. P ocedu e and Da a Analysis Da a collec ion was ca ied ou in he i s qua e o 2019 using a Google o m. The ins umen was dis ibu ed se e al imes un il a olun a y esponse was ob ained om he sample o subjec s h ough online channels. The s a is ical so wa e SPSS 25.0 Ve sion and RS udio 1.1383 e sion we e used o da a analysis. Fi s ly, desc ip i e s a is ics we e calcula ed in o de o asce ain he subjec s’ pe cep ions o he le el o digi al compe ence. Subsequen ly, and a e e i ying he na u e o he da a dis ibu ion h ough he Kolmogo o –Smi no and Shapi o–Wilk and Le ene es s, he Mann–Whi ney in e en ial U es and Wilcoxon’s W es we e applied in o de o disco e whe he signi ican di e ences could Sus ainabili y 2020,12, 2852 7 o 13 exis be ween he subjec s depending on he independen a iable “P e ious ICT aining”. Likewise, and wi h he in en ion o disco e ing he dependence be ween his same independen a iable and he se o dependen a iables, a p edic i e model was d awn up using he H2o and Local In e p e able Model-agnos ic Explana ions (LIME) algo i hms o jus i y he incidence o he di e en a iables o he s udy on p e ious ICT aining. 3. Resul s Fi s , we p oceeded o analyze he desc ip i e s a is ics (Table 3), which allowed us o app oach he eali y o he sample o subjec s analyzed. The esponses collec ed showed a low le el o digi al compe ence, and no a e age alues we e ound ha we e equal o o g ea e han i e (scale 1-10). The low le el ound in he dimension o digi al con en c ea ion is especially no ewo hy, as i p esen s a le el close o ze o. The bes esul was ob ained in he secu i y dimension, al hough i s ill does no each he minimum needed o be conside ed op imal. Table 3. Desc ip i e s a is ics. Dimension Mean SD Asym Ku B.1. 3.239 1.616 1.221 1.637 B.2. 3.185 1.466 0.628 9.049 B.3. 1.843 0.966 2.046 5.885 B.4. 3.954 1.103 −0.199 −2.587 B.5. 3.695 1.096 0.592 0.134 In o de o ca y ou he in e en ial s a is ics, we p e iously eso ed o no mali y and homogenei y o a iances. The Kolmogo o –Smi no and Shapi o–Wilk es s we e applied, ob aining a esul ha co obo a ed ha he dis ibu ion o he da a collec ed did no co espond o he no mal end (p< 0.01). La e , Le ene’s es was calcula ed which allowed us o co obo a e he p e ious idea, since no equali y be ween a iances was ob ained (p>0.05). Once hese es s had been de e mined, nonpa ame ic s a is ical measu es we e used. Speci ically, he Mann–Whi ney U and Wilcoxon W es s we e used, which ound ha he e we e no signi ican di e ences in he de elopmen o digi al compe ence o he eache s su eyed based on he independen a iable “p io ICT aining”. Only he ela ionships be ween he independen a iables and he communica ion and collabo a ion and digi al con en c ea ion dimensions we e conside ed signi ican (p<0.05) (Table 4). Table 4. U Mann–Whi ney based on he a iable “p e ious ICT aining”. Dimension A e age Range U Mann–Whi ney W. Wilcoxon Zp B.1. Yes 70.796 1757.406 4522.795 −1.164 0.178 No 66.718 B.2. Yes 72.214 1882.500 5080.790 −0.906 0.047 No 71.632 B.3. Yes 69.613 1815.125 5278.875 −0.982 0.033 No 72.726 B.4. Yes 71.690 1722.038 3019.269 −0.657 0.272 No 67.532 B.5. Yes 70.471 1845.933 4639.933 −0.762 0.122 No 70.613 Sus ainabili y 2020,12, 2852 8 o 13 In o de o u he speci y he ela ionship o dependence o he a iable “p e ious ICT aining”, he H2o algo i hm was used, wi h he aim o elabo a ing a model ha would make i possible o explain he ela ionship be ween he dependen a iables and he indica ed independen a iable (Figu e 2). The dis ibu ed andom o es model was used, whose R coe icien indica ed 96% p edic i e eliabili y. The RMSE was 0.79, so he di e ence be ween he o iginal da a and he p edic ed da a was op imal. Sus ainabili y 2020, 12, x FOR PEER REVIEW 8 o 13 Figu e 2. Model elabo a ed h ough he H2o algo i hm. C oss- alida ion using a mul ilaye pe cep on was hen used o u he explo e which ac o s had an impac on p e ious ICT aining o he eache s analyzed (Figu e 3). To do his, he LIME algo i hm was used o show ha he a iable “age” is he one ha mos a ec s whe he o no ICT aining is ca ied ou among eache s. In descending o de , i is ollowed by aspec s ela ed o digi al secu i y, in o ma ion and in o ma ion li e acy o he expe ience hey ha e as eache s. Figu e 3. Va iables a ec ing p e ious ICT aining. Likewise, he calcula ion o he LIME algo i hm allowed us o de e mine which a iables con ibu ed mo e o he es ablishmen o he p e ious p edic i e model (Figu e 4). Fo example, i was obse ed ha subjec s wi h a high command o B.3. and a leas 10 yea s o expe ience con ibu ed mos o he “p e ious ICT aining” a iable. A he same ime, o he a iables we e also Figu e 2. Model elabo a ed h ough he H2o algo i hm. C oss- alida ion using a mul ilaye pe cep on was hen used o u he explo e which ac o s had an impac on p e ious ICT aining o he eache s analyzed (Figu e 3). To do his, he LIME algo i hm was used o show ha he a iable “age” is he one ha mos a ec s whe he o no ICT aining is ca ied ou among eache s. In descending o de , i is ollowed by aspec s ela ed o digi al secu i y, in o ma ion and in o ma ion li e acy o he expe ience hey ha e as eache s. Sus ainabili y 2020, 12, x FOR PEER REVIEW 8 o 13 Figu e 2. Model elabo a ed h ough he H2o algo i hm. C oss- alida ion using a mul ilaye pe cep on was hen used o u he explo e which ac o s had an impac on p e ious ICT aining o he eache s analyzed (Figu e 3). To do his, he LIME algo i hm was used o show ha he a iable “age” is he one ha mos a ec s whe he o no ICT aining is ca ied ou among eache s. In descending o de , i is ollowed by aspec s ela ed o digi al secu i y, in o ma ion and in o ma ion li e acy o he expe ience hey ha e as eache s. Figu e 3. Va iables a ec ing p e ious ICT aining. Likewise, he calcula ion o he LIME algo i hm allowed us o de e mine which a iables con ibu ed mo e o he es ablishmen o he p e ious p edic i e model (Figu e 4). Fo example, i was obse ed ha subjec s wi h a high command o B.3. and a leas 10 yea s o expe ience con ibu ed mos o he “p e ious ICT aining” a iable. A he same ime, o he a iables we e also Figu e 3. Va iables a ec ing p e ious ICT aining. Sus ainabili y 2020,12, 2852 9 o 13 Likewise, he calcula ion o he LIME algo i hm allowed us o de e mine which a iables con ibu ed mo e o he es ablishmen o he p e ious p edic i e model (Figu e 4). Fo example, i was obse ed ha subjec s wi h a high command o B.3. and a leas 10 yea s o expe ience con ibu ed mos o he “p e ious ICT aining” a iable. A he same ime, o he a iables we e also conside ed, such as eache s whose age is be ween 33 and 37 o hose who ha e a good le el o B.1. Con e sely, eache s wi h a B.4. sco e o less han 56 poin s con ibu e less o his a iable. Sus ainabili y 2020, 12, x FOR PEER REVIEW 9 o 13 conside ed, such as eache s whose age is be ween 33 and 37 o hose who ha e a good le el o B.1. Con e sely, eache s wi h a B.4. sco e o less han 56 poin s con ibu e less o his a iable. Figu e 4. LIME o he a iable p e ious aining in ICTs. 4. Discussion The de elopmen o digi al eaching compe ence con inues o be one o he educa ional challenges o be accomplished by he educa ion sys em. In he case o he Li elong Lea ning s age, eache s s ill ha e signi ican de iciencies in he di e en skills ha de elop i , which means we ha e o con inue on he pa h o encou aging an ini ial and con inuing aining in his a ea. The e o e, i is a gene al conce n a all educa ional s ages [24,25]. The esul s o he p esen s udy indica ed a low le el o digi al compe ence by he eaching body. None o he dimensions included in digi al compe ence ob ained op imal esul s, which indica es ha , as wi h o he educa ional s ages, con inuing educa ion eache s also p esen a low le el [33,34]. In pa icula , he digi al con en c ea ion dimension showed ala ming esul s, as i was close o ze o [37–39]. This indica es ha eache s con inue o use ICTs as a minimum suppo ool bu do no ha e he sel -e icacy o c ea e hei own digi al con en and sha e i wi h o he pee use s [28]. The esea ch also explo ed whe he he a iable o p io ICT aining di ec ly de e mined whe he eache s we e mo e digi ally li e a e. The esul s showed ha he e is no clea link be ween p io ICT aining in mos dimensions o digi al compe ence, excep o he communica ion and collabo a ion and digi al con en c ea ion dimensions, which ea i ms he low esul s indica ed in he desc ip i e analysis acco ding o he sample o subjec s analyzed, mos o whom had no ecei ed Figu e 4. LIME o he a iable p e ious aining in ICTs. 4. Discussion The de elopmen o digi al eaching compe ence con inues o be one o he educa ional challenges o be accomplished by he educa ion sys em. In he case o he Li elong Lea ning s age, eache s s ill ha e signi ican de iciencies in he di e en skills ha de elop i , which means we ha e o con inue on he pa h o encou aging an ini ial and con inuing aining in his a ea. The e o e, i is a gene al conce n a all educa ional s ages [24,25]. The esul s o he p esen s udy indica ed a low le el o digi al compe ence by he eaching body. None o he dimensions included in digi al compe ence ob ained op imal esul s, which indica es ha , as wi h o he educa ional s ages, con inuing educa ion eache s also p esen a low le el [ 33 , 34 ]. In pa icula , he digi al con en c ea ion dimension showed ala ming esul s, as i was close o ze o [ 37 – 39 ]. This indica es ha eache s con inue o use ICTs as a minimum suppo ool bu do no ha e he sel -e icacy o c ea e hei own digi al con en and sha e i wi h o he pee use s [28].