Academic Edi o s: Flo in Lobon and
Vasile Ha
,egan
Recei ed: 9 Oc obe 2024
Re ised: 7 Ap il 2025
Accep ed: 8 Ap il 2025
Published: 11 Ap il 2025
Ci a ion: Rubio-G age a, M.;
Palacios-Rod íguez, A.;
Cabe o-Almena a, J.; Fe nández
Scagliusi, M.V. Digi al Teaching
Compe ence Rega ding Fo eign
Languages and Lea ning Modes a
O icial Language Schools in
Andalusia (Spain). Socie ies 2025,15,
99. h ps://doi.o g/10.3390/
soc15040099
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Licensee MDPI, Basel, Swi ze land.
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(h ps://c ea i ecommons.o g/
licenses/by/4.0/).
A icle
Digi al Teaching Compe ence Rega ding Fo eign Languages and
Lea ning Modes a O icial Language Schools in
Andalusia (Spain)
Ma ía Rubio-G age a 1, An onio Palacios-Rod íguez 2,* , Julio Cabe o-Almena a 2
and Mª Vic o ia Fe nández Scagliusi 2
1Depa men o Didac ics and Schola O ganiza ion, Uni e si y o Malaga, 29010 Malaga, Spain;
[email p o ec ed]
2Depa men o Didac ics and Educa ional O ganiza ion, Uni e si y o Se ille, 41007 Se ille, Spain;
[email p o ec ed] (J.C.-A.); [email p o ec ed] (M.V.F.S.)
*Co espondence: ap [email p o ec ed]
Abs ac : Despi e he limi ed academic ocus on he con ex o O icial Language Schools
(OLSs), hese ins i u ions play a c ucial ole in he o mal educa ion sys em, which a e
exclusi ely dedica ed o o eign language eaching ac oss a ious modali ies in Andalu-
sia, whe e en di e en languages a e augh . The main aim o his s udy is o pe o m
an analysis he ollowing wo speci ic aspec s: i s , a desc ip i e analysis o he digi al
compe ence o 105 OLS eache s, and, second, a con as i e analysis examining po en ial
di e ences in digi al compe ence based on he language and eaching modali ies (e.g., ace-
o- ace s. blended lea ning). This s udy uses he DigCompEdu amewo k o e alua e
he digi al skills o he eache s, e ealing ha , while hey ecei e some aining in digi al
compe ence, he o e all le el is only mode a e, indica ing a signi ican need o u he
p o essional de elopmen . No ably, he s udy highligh s ha he eache s’ abili y o con ey
he impo ance o digi al ools o educa ional pu poses is a c ucial a ea, pa icula ly in
an en i onmen whe e digi al na i es and immig an s coexis , p esen ing an in e gene a-
ional digi al di ide. The con as i e analysis shows no signi ican di e ences in digi al
compe ence based on language o modali y, poin ing o he lack o specialized aining o
blended lea ning eache s, who mus ely hea ily on echnology in hei wo k. This s udy
sugges s u u e esea ch should ocus on he digi al compe ence o s uden s, conside ing
age as a po en ial in luen ial ac o in language lea ning, and ecommends designing a
ailo ed digi al compe ence aining plan o OLS eache s based on he DigCompEdu
amewo k, which could bene i o eign language educa o s b oadly.
Keywo ds: ICT; digi al compe ence in eaching; DigCompEdu; language eaching; o icial
language school
1. In oduc ion
The ela ionship be ween echnology and he eaching–lea ning p ocess o o eign
languages is a con inuous and impo an sou ce o inno a ion, and a undamen al objec o
s udy o language lea ning esea ch [
1
]. Howe e , he scien i ic li e a u e in he ield o
o eign language didac ics ha ocuses speci ically on he class ooms o O icial Language
Schools is sca ce, pa icula ly when compa ed o he nume ous s udies conduc ed on
o mal educa ion a he ea ly childhood, p ima y, and seconda y le els. Consequen ly,
his emains a ela i ely unde explo ed a ea o esea ch o da e. Ne e heless, language
Socie ies 2025,15, 99 h ps://doi.o g/10.3390/soc15040099
Socie ies 2025,15, 99 2 o 12
eaching s ands ou o i s impo ance in any educa ional sys em. P oo o his is A icle 26
o he Uni e sal Decla a ion o Human Righ s [2], which eads as ollows:
“Educa ion shall be di ec ed o he ull de elopmen o he human pe sonali y
and o he s eng hening o espec o human igh s and undamen al eedoms;
i shall p omo e unde s anding, ole ance and iendship among all na ions, acial
o eligious g oups, and shall u he he ac i i ies o he Uni ed Na ions o he
main enance o peace.”
On he o he hand, a he na ional le el, he e a e also legisla i e ex s ha egula e
he eaching o languages, which is u he p oo ha his subjec has, in i sel , su icien
weigh o be included in he aining o e wi hin he egula ed aining in Spain.
The O ganic Law 2/2006, o 3 May, on Educa ion [
3
] also egula es language eaching,
es ablishing ha i shall be o ganized by O icial Language Schools and adap ed o he
p o iciency le els ecommended by he Council o Eu ope.
Speci ically, O ganic Law 3/2020, o 29 Decembe [
4
], con empla es he egula ion o
he eaching o o eign languages in Chap e VII o Ti le I, The Teaching and i s O ganiza ion.
Be ween A icles 59 and 62, his law includes aspec s ela ed o language eaching in
e ms o i s o ganiza ion, he unc ion o he O icial Language Schools, including hei
educa ional o e ings and hei eaching modali ies, as well as hei ce i ica ions and he
co espondence o hese deg ees wi h o he s o he Spanish educa ional sys em.
Simila ly, Andalusian egional legisla ion mus be conside ed and men ioned, pa icu-
la ly Law 17/2007, o 10 Decembe 2007, on Educa ion in Andalusia [
5
], whose Chap e
VII is also dedica ed speci ically o o eign language lea ning (A icles 101–103).
2. Theo e ical F amewo k
This sec ion p o ides an o e iew o he key concep s and con ex s ele an o he
s udy. I aims o es ablish he heo e ical basis o unde s anding he ole o O icial
Language Schools (OLSs) in he b oade educa ional landscape.
2.1. O icial Language Schools (OLSs) as an Educa ional Con ex
The OLSs a e publicly owned cen e s dedica ed exclusi ely o he eaching o lan-
guages and dependen on he educa ional adminis a ions. A aujo [
6
] p o ided a b ie
e iew o he o igin o hese academic ins i u ions, which ha e hei beginning in 1911, in
wha he Escuela de Idiomas Jesús Maes o de Mad id is cu en ly. A p esen , he OLS
o Villaca illo (Jaén) [
7
] de ines hem as “a as ne wo k o non-uni e si y le el cen e s
dedica ed o he specialized eaching o mode n languages”. They a e cen e s dependen
on he Minis ies o Educa ion o he di e en Au onomous Communi ies and a e amed
wi hin he Special Regime Educa ion (E.R.E.).
In Andalusia, he Escuela O icial de Idiomas o Málaga [
8
] was he i s o be es ab-
lished in he au onomous communi y in 1970, becoming a e e ence o he es o he
Andalusian OLSs, and he la ges in e ms o acili ies, academic o e ings, and eaching
s a . In addi ion, depending on i s capaci y, he ollowing languages a e also augh : Ge -
man, A abic, Chinese, Spanish o o eigne s, Mode n G eek, I alian, Japanese, Po uguese,
and Russian.
Wi hin he aining o e ings in he class oom modes, he e a e cou ses exclusi ely
o he eaching s a o he public schools o he Jun a de Andalucía (Regional Go e n-
men o Andalusia, Sou h Spain), especially hose belonging o bilingual cen e s. These
cou ses a e called CAL (Language Upda e Cou ses by i s ac onym in Spanish) and a e
pa o he P omo ion o Plu ilingualism Plan app o ed in 2005 by he Jun a de Andalucía
(Regional Go e nmen ).
Socie ies 2025,15, 99 3 o 12
In addi ion o he gene al eaching o e ings, some OLSs o e so-called cou ses o
upda ing, imp o emen , and specializa ion in language skills.
The lea ning le els a e di ided in o he ollowing h ee le els, acco ding o he Com-
mon Eu opean F amewo k o Re e ence o Languages (CEFR) o he Council o Eu ope:
basic (A1 and A2), in e media e (B1 and B2), and ad anced (C1 and C2). In mos Andalu-
sian OLSs, each le el is augh in wo academic yea s, so ha , in hose schools ha o e all
le els o he same language, such as English in he OLS o Malaga, s uden s, i hey s a
om he lowes le el, mus ake up o a o al o eigh academic yea s o comple e he en i e
aining o e up o he ad anced C2 le el.
Rega ding he eaching modali ies, he Depa men o Educa ion and Spo s o he
Regional Go e nmen o Andalusia makes a ailable o he needs o he ci izenship he
ace- o- ace, blended, and dis ance lea ning modali ies in he educa ional o e ings o he
O icial Language Schools. In he ace- o- ace modali y, a endance is compulso y, and he
s uden s ha e wo calls, bo h o p omo ion and o passing he ce i ica ion es o he
co esponding le el. In o al, ace- o- ace eaching is ou and a hal hou s a week, excep
o he non-Romance languages, which, due o he cha ac e is ics in ol ed in hei s udy,
in he lowe le els, he ime able con empla es a o al o six hou s a week.
On he o he hand, he semi-a endance and dis ance modali ies a e egula ed in
Dec ee 359/2001, o 7 Decembe , on Ini ial Voca ional T aining, Adul Pe manen Educa ion,
specialized languages and spo s [
9
]. Wha di e en ia es his modali y om he ace- o- ace
one is ha he e is a pa ha is ca ied ou elema ically h ough a i ual pla o m, in
which he online con en s and he o a wi h he eaching s a a e combined wi h a smalle
ace- o- ace pa , al hough i is also compulso y.
Finally, he e a e also many s uden s who may choose exam-only en ollmen as an
ex e nal candida e ins ead o egula en ollmen o cou ses and ce i ica ion exams.
Rega ding he s uden p o ile in his educa ional con ex , i is essen ial o highligh
how in e gene a ional he class oom o an O icial Language School is. The admission
p ocess begins a 16 yea s o age, meaning ha , while mos s uden s a e adul s, he e
is a coexis ence o digi al na i es and immig an s (including eache s). In his con ex ,
Palacios-Rod íguez e al. [
10
] desc ibe a scena io whe e digi al na i es coexis wi h eache s,
who expe ience a ange o eac ions o digi al media, om bewilde men and admi a ion
o ejec ion. In he speci ic educa ional con ex add essed he e, his si ua ion is u he
complica ed by he in e gene a ional coexis ence among s uden s, which unde sco es
he impo ance o eache s’ abili y o manage his di e si y. E ec i ely add essing his
di e si y is, he e o e, a c ucial ac o in he eaching and lea ning p ocess. Fu he mo e,
a mo e p ecise unde s anding o he immig an s uden p o ile, pa icula ly in e ms o
hei digi al compe ences and challenges, is essen ial o ensu ing inclusi e and e ec i e
language educa ion.
2.2. ICT Implemen a ion, Digi al Teaching Compe ence, and Di e ences Be ween Face- o-Face and
Vi uali y in he Language Class oom: The S a e o he A
Educa ional esea ch in he 21s cen u y ad oca es o he ela ionship be ween ech-
nology and language eaching and lea ning, as e idenced by nume ous s udies o e ime,
such as ha o Mu ay [
11
] and Ma ínez-So o [
12
], in which ICTs a e conside ed as a acili-
a ing ac o in language lea ning, bo h na i e and o eign, while p omo ing a e lec ion
on hei use, so ha hei implemen a ion can be p oduc i e o s uden s. Looking u he
back in ime, i becomes e iden ha echnology has played a ole in o eign language
eaching since much ea lie , wi h he eme gence o he i s language labo a o ies in he
1950s aimed a implemen ing he audio-lingual me hod in language ins uc ion.
Digi al media can se e o suppo bo h indi idual and coope a i e wo k in he lan-
guage class oom [
13
]. In ac , o eign languages s and ou wi h ega d o he inco po a ion
Socie ies 2025,15, 99 4 o 12
o echnological esou ces in he academic ield, as hey boos in e ac i i y, mo i a ion,
e iciency, and knowledge op imiza ion in a lexible en i onmen [
14
,
15
]. In his ega d,
Be nedo-So o and Mu illo-Ticona [
16
] also conside digi al ools as a se o use ul esou ces
in he meaning ul in e ac ion be ween eache s and s uden s, as hey p omo e an e ec i e
and mo i a ing en i onmen in he p ocesses o he lea ning and acquisi ion o a o eign
language. Technology can be used o wo k on bo h he comp ehension and p oduc ion
ac i i ies o he a ge language, c ea e lea ning condi ions beyond he con en ional, and
a o s uden s’ in e es s [17].
Bu he ela ionship be ween ICT and second language eaching means going beyond
eaching wi h echnologies. Implemen ing digi al ools equi es cons an inno a ion, since
hese ools a e inc easingly sophis ica ed, and only a didac ic use o hem can eally
s eng hen he language eaching–lea ning p ocess [15,17].
Today, no using digi al echnologies in he class oom is un hinkable o a language
eache . The e is an in ima e ela ionship be ween echnology and language eaching and
lea ning ha anscends he ins umen al; he e o e, showing, p o iding, and managing
lea ning oppo uni ies is a undamen al ask o he 21s cen u y eache [1].
In iew o his, digi al eaching compe ence becomes indispensable. Tha is, i is a
compe ence ela ed o all o he skills, a i udes, and knowledge equi ed by eache s in
a digi alized wo ld, i.e., a digi al compe ence ela ed o he use o ICT om a didac ic–
pedagogical pe spec i e in a p o essional educa ional con ex , and, he e o e, di e en in
many aspec s o hose digi al compe ences used in he domes ic en i onmen [18].
In his ega d, aining in digi al compe ences o language eache s in gene al, and
o eache s o O icial Language Schools in Andalusia in pa icula , is conside ed essen ial.
As no ed by Cabe o e al. [
19
], using he model o e ed by he DigCompEdu amewo k
ep esen s a pa adigma ic example o digi al eaching compe ence (DTC), ou lining he com-
pe ency a eas ha eache s should de elop. A Eu opean Digi al Compe ence F amewo k,
published a he end o 2017 by he Join Resea ch Cen e o he Eu opean Commission,
be e known as JRC o i s ac onym in English (Join Resea ch Cen e), was c ea ed wi h
scien i ic igo in o de o guide policies in his a ea, and o be able o be adap ed o e-
gional and na ional ools and aining p og ams. The Eu opean F amewo k o Digi al
Compe ence o Teache s, DigCompEdu, is aimed a eache s a all le els o educa ion,
including hose wo king in non- o mal lea ning con ex s. I s main objec i e is o be a
gene al e e ence amewo k o de elope s o digi al compe ence models in all membe
s a es. This amewo k is s uc u ed a ound 22 compe ences o ganized in 6 a eas ha will
be u he de eloped [20].
Wi h ega d o ace- o- ace class ooms, ICTs ha e also p o ided a la ge numbe o ools
ha ha e made his jus one mo e educa ional al e na i e, since hey enable he di e si ica-
ion o eaching s a egies [
21
]. S udies, such as ha o González-Medina e al. [
22
], show
ha hyb id, blended, o b-lea ning me hodologies a e an al e na i e o imp o e English
language lea ning o complemen and enhance lea ning, o example, o bo h ecep i e and
p oduc i e o al skills.
Howe e , he use o echnologies in he dis ance lea ning o o eign languages can
also p esen p oblems, as became e iden wi h he compulso y use o hese echnologies
du ing he lockdowns caused by he COVID-19 pandemic. P oo o his is he esea ch
ca ied ou by Ál a ez-Ramos e al. [
23
], which highligh s he challenge in e alua ion gi en
he exis ing gaps due o connec ion e o s o digi al de ices, and he in luence o his o
he wo k, o example, he o al skills men ioned abo e, which can e en lead o a lack o
in e es and mo i a ion on he pa o s uden s.
Howe e , he e is no doub ha aining in digi al compe ences, bo h on he pa
o eache s and s uden s, allows o a be e use o echnologies in he eaching–lea ning
Socie ies 2025,15, 99 5 o 12
p ocess, especially wi h ega d o o eign language eaching, whe e a lea ning en i onmen
ou side o he adi ional class oom limi s he ace- o- ace in e ac ion o s uden s wi h
he eache [16].
3. Objec i es and Resea ch Ques ions
This s udy is s uc u ed a ound he ollowing wo speci ic objec i es: on he one hand,
o assess, h ough a desc ip i e s udy, he le el o digi al compe ences o OLS eache s
in Andalusia based on he model o e ed by he DigCompEdu amewo k; on he o he
hand, h ough a con as i e s udy, o examine whe he he e a e signi ican di e ences in
digi al compe ence depending on he language and eaching modali ies ( ace- o- ace o
blended). These objec i es a e in ended o suppo he o mula ion o p oposals o imp o e
eaching p ocesses in he a o emen ioned educa ional con ex , wi h special a en ion o
hei digi iza ion p ocesses.
F om he objec i es men ioned abo e, he ollowing esea ch ques ions (RQ) a ise:
RQ1. Is he e a signi ican di e ence in he le el o digi al compe ence based on he
language augh by he eache s, conside ing ha mos s udies on digi al compe ence in
o eign language eache s ha e adi ionally been ocused on English eache s?
RQ2. Does he le el o his digi al compe ence a y acco ding o he eaching modali y
employed ( ace- o- ace o blended lea ning) in he O icial Language Schools o Andalusia?
4. Me hodology
In acco dance wi h he c i e ia es ablished by He nández e al. [
24
], i can be consid-
e ed ha his s udy has been ca ied ou acco ding o a quan i a i e me hodology, wi h a
desc ip i e and co ela ional app oach. A quan i a i e me hodology e e s o a esea ch
s a egy ha ocuses on nume ical da a collec ion and s a is ical analysis o es hypo heses
and iden i y pa e ns. A desc ip i e app oach aims o sys ema ically cha ac e ize a phe-
nomenon by de ailing i s componen s, equencies, and dis ibu ions wi hou es ablishing
causal ela ionships. Meanwhile, a co ela ional app oach examines he ela ionships be-
ween wo o mo e a iables o de e mine he deg ee and di ec ion o associa ion wi hou
manipula ing hem.
4.1. Pa icipan s
The con enience sample used o he da a analysis consis s o 105 ac i e eache s
om he 52 Andalusian O icial Language Schools. This ep esen s 13.41% o he o al o
language eache s in Andalusian OLSs, since, acco ding o he da a collec ed on i s o icial
websi e, he numbe o ac i e eache s o he 2021/2022 academic yea , when he da a
collec ion ook place, was 783.
A con enience sampling app oach was chosen due o he olun a y na u e o he
pa icipa ion and he challenges associa ed wi h eaching he en i e popula ion o eache s.
Despi e his limi a ion, e o s we e made o ensu e he ep esen a i eness o he sample by
including eache s om all 52 schools ac oss he di e en geog aphical a eas o Andalusia.
Fu he mo e, he sample size (13.41% o he o al popula ion) p o ides a su icien ly la ge
da ase o meaning ul s a is ical analysis. While con enience sampling may in oduce
some deg ee o selec ion bias, he esul s emain eliable gi en he di e se ep esen a ion
o eache s and ins i u ions. Addi ionally, his sampling me hod is commonly used in
educa ional esea ch when comple e andomiza ion is no easible.
To conduc he con as i e s udy on he le el o digi al compe ence acco ding o he
language and modali y augh , a con enience sample was used consis ing o 54 English
eache s, 30 F ench eache s, 13 Ge man eache s, 2 A abic eache s, 2 Spanish as a o eign
language eache s, 1 Mode n G eek eache , 1 I alian eache , 1 Japanese eache , and
Socie ies 2025,15, 99 6 o 12
1 Po uguese eache . Due o he na u e o he sampling me hod, Russian eache s we e no
included in he s udy.
In e ms o he modali y used, 61 o he pa icipan s wo ked exclusi ely in he ace- o-
ace modali y, while 44 also wo ked in he blended o dis ance lea ning modali ies.
4.2. Ins umen
The ins umen used o da a collec ion was he DigCompEdu Check-In ques ionnai e,
o iginally de eloped by he JRC, and ansla ed, adap ed, and alida ed o he Spanish
con ex by Cabe o-Almena a and Palacios-Rod íguez [
18
]. The main objec i e o his
ques ionnai e is o iden i y he le el o digi al compe ence and o allow eache s o be e
unde s and he DigCompEdu amewo k, while p o iding hem wi h a ool o sel -assess
hei s eng hs and needs o a eas o imp o emen in digi al lea ning.
The ins umen collec ed da a om pa icipan s anonymously and was composed o a
o al o 67 ques ions, 22 o which belonged o he DigCompEdu compe ency a eas, namely
-
P o essional engagemen (D_A): unde s ood as he abili y o eache s o use digi al
compe ences o hei p o essional in e ac ion, and no only he imp o emen o
eaching i sel .
-
Digi al esou ces (D_B): e e s o he compe ence o implemen , loca e, make good use
o , and op imize digi al esou ces and con en .
-
Digi al pedagogy (D_C): ela es o he compe ence o apply echnology o
eaching me hodologies.
-
E alua ion and eedback (D_D): e e s o he use o digi al ools o e alua e s uden s
and imp o e he exis ing p ocesses o his pu pose.
-
Empowe ing s uden s (D_E): e e s o he p omo ion o s uden pa icipa ion and
lea ning h ough digi al media, paying special a en ion o he indi iduali ies, in e es s,
and needs o each s uden .
-
Facili a ion o digi al compe ence o s uden s (D_F): e e s o ans e ing he manage-
men o digi al compe ence o use as a ci izen o he s uden .
The es o he ques ions, 45 in o al, we e ocused on unde s anding ce ain sociode-
mog aphic a iables o he esponden s in o de o s udy, among o he s, he esea ch
objec i es se ou in his s udy.
Fo a co ec in e p e a ion o he da a analyzed, i is necessa y o ake in o accoun
ha he esponse in e al anged om 0 o 4 poin s. The e o e, as o he gene al s a is ical
alues, he mean alue eached by he pa icipa ing eache s in he whole ins umen can
be conside ed a e age (a ound he in e media e le el B1), since i was 2.37, wi h a s anda d
de ia ion o 0.56.
4.3. P ocedu e and Da a Analysis
4.3.1. Reliabili y
The eliabili y o he ques ionnai e was calcula ed using C onbach’s Alpha and Mc-
Donald’s Omega coe icien s, bo h o e all and o each o i s dimensions, and he esul s
ob ained a e p esen ed below (Table 1).
Acco ding o O’Dwye and Be naue [
25
], alues g ea e han 0.7 indica e high le els
o eliabili y o he ques ionnai e, bo h in e ms o he ins umen as a whole and in ela ion
o he di e en subsec ions ha comp ise i .
Socie ies 2025,15, 99 7 o 12
Table 1. Reliabili y s a is ics.
C onbach’s Alpha McDonald’s Omega
P o essional engagemen (D_A) 0.801 0.820
Digi al esou ces (D_B) 0.876 0.818
Digi al pedagogy (D_C) 0.898 0.816
E alua ion and eedback (D_D) 0.829 0.823
S uden empowe men (D_E) 0.839 0.839
Facili a ion o digi al compe ence o s uden s (D_F)
0.901 0.912
To al 0.979 0.987
4.3.2. Validi y
Table 2shows he ob ained and e e ence alues o he model i acco ding o Lé y
Mangin e al. [
26
], including he Chi-squa e (CMIN), goodness-o - i index (GFI), pa si-
monic goodness-o - i index (PGFI), no malized i index (NFI), and no malized pa simonic
i index (PNFI).
Table 2. Adjus men indices.
Index Resul FIT
CMIN 382.128 CMIN < 500
GFI 0.979 GFI > 0.7
PGFI 0.786 PGFI > 0.7
NFI 0.926 NFI > 0.7
PNFI 0.806 PNFI > 0.7
Toge he , he Composi e Reliabili y (CR), A e age Va iance Ex ac ed (AVE), and
Maximum Sha ed Va iance (MSV) coe icien s we e calcula ed. Table 3shows he esul s,
as well as he e e ence alues aken o he model i ing.
Table 3. Con e gen and disc iminan alidi y o he model.
Dimension CR FIT AVE FIT MSV FIT
P o essional engagemen (D_A) 0.789
CR > 0.7
0.642
CR > 0.5
0.552
MSV < AVE
Digi al esou ces (D_B) 0.746 0.673 0.523
Digi al pedagogy (D_C) 0.864 0.69 0.562
E alua ion and eedback (D_D) 0.858 0.684 0.418
S uden empowe men (D_E) 0.775 0.643 0.564
Facili a ion o digi al compe ence
o s uden s (D_F) 0.859 0.679 0.405
All o he igu es ob ained a e in ag eemen wi h he e e ence alues. The e o e, he
eliabili y o he model (CR) as well as i s con e gen (AVE) and disc iminan alidi y
(MSV) a e demons a ed.
5. Resul s
In his sec ion, he indings o his esea ch a e p esen ed in wo main subsec ions.
Fi s , he desc ip i e esul s ou line he dimensions in which he eache s demons a e
g ea e digi al compe ence, using s a is ical indica o s such as he mean (M) and s anda d
de ia ion (SD). Second, he con as analysis examines he di e ences in Teaching Digi al
Compe ence le els based on he language augh by he pa icipan eache s and he
eaching modali y hey use.
Socie ies 2025,15, 99 8 o 12
5.1. Desc ip i e Analysis
When o de ing he esul s by dimensions om highes o lowes , i can be obse ed
ha he su eyed eache s exhibi he highes le el o digi al compe ence in Dimension A
(P o essional Commi men ), wi h an a e age sco e o 2.66, and he lowes in Dimension
F (Facili a ing S uden s’ Digi al Compe ence), wi h an a e age o 1.87 poin s. Among
he in e media e dimensions, o de ed om highes o lowes le el o digi al compe ence,
Dimension E (Empowe ing Lea ne s) s ands ou wi h an a e age o 2.52 poin s, ollowed
by Dimensions B, C, and D (Digi al Resou ces, Digi al Pedagogy, and Assessmen and
Feedback), wi h a e age sco es o 2.45, 2.43, and 2.32 poin s, espec i ely.
A de ailed analysis o he indi idual i ems wi hin each dimension, as p esen ed in
Table 4, e eals ha he highes le els o digi al compe ence a e ound in he ou h i em o
Dimension A (“I pa icipa e in online aining cou ses, such as uni e si y online cou ses,
MOOCs, webina s
. . .
”), wi h an a e age o 3.13 poin s, he i s i em o Dimension E
(“When p oposing digi al asks, I conside and add ess po en ial challenges, such as equal
access o digi al de ices and esou ces, compa ibili y issues, o s uden s’ low le el o
digi al compe ence”), wi h an a e age o 2.97 poin s, and he second i em o Dimension
C (“I moni o he ac i i ies and in e ac ions o my s uden s in he online collabo a i e
en i onmen s we use”), wi h an a e age o 2.77 poin s.
Table 4. Gene al s a is ics.
M SD
D_A P o essional Commi men 2.66
0.680
A1—I sys ema ically use di e en digi al channels o imp o e communica ion wi h s uden s and pee s. 2.60
0.688
A2—I use digi al echnologies o wo k wi h my pee s inside and ou side my educa ional o ganiza ion. 2.22
0.930
A3—I ac i ely de elop my digi al eaching compe ence. 2.68
0.956
A4—I pa icipa e in online aining cou ses, such as uni e si y online cou ses, MOOCs, webina s. . . 3.13
0.991
D_B Digi al Resou ces 2.45
0.689
B1—I use di e en websi es and sea ch s a egies o ind and selec a wide ange o digi al esou ces. 2.59
0.805
B2—I c ea e my own digi al esou ces and modi y exis ing ones o adap hem o my needs as a eache . 2.55
1.083
B3—I p o ec sensi i e con en secu ely. 2.21
0.978
D_C Digi al Pedagogy 2.43
0.709
C1—I ca e ully conside how, when, and why o use digi al echnologies so o ensu e ha hei added alue is
exploi ed. 2.52
1.039
C2—I moni o he ac i i ies and in e ac ions o my s uden s in he online collabo a i e en i onmen s we use. 2.77
1.002
C3—When my s uden s wo k in g oups, hey use digi al echnologies o acqui e and documen knowledge. 2.17
0.965
C4—I use digi al echnologies o enable s uden s o plan, documen , and assess hei lea ning on hei own. 2.26
0.910
D_D E alua ion and Feedback 2.32
0.700
D1—I use digi al assessmen s a egies o moni o s uden p og ess. 2.25
0.875
D2—I analyze all a ailable da a o iden i y s uden s who need addi ional suppo . 2.30
0.856
D3—Use o digi al echnologies o p o ide e ec i e eedback. 2.40
0.894
D_E Empowe ing S uden s 2.52
0.755
E1—When p oposing digi al asks, I conside and add ess po en ial challenges, such as equal access o digi al
de ices and esou ces, compa ibili y issues, o s uden s’ low le el o digi al compe ence. 2.97
1.105
E2—Use o digi al echnologies o p o ide pe sonalized lea ning oppo uni ies o s uden s. 2.10
1.097
E3—Use o digi al echnologies o s uden s o ac i ely pa icipa e in class. 2.49
0.709
D_F Facili a ing S uden s’ Digi al Compe ence 1.87
0.702
F1—I each s uden s how o assess he eliabili y o in o ma ion ob ained online and o iden i y e oneous and/o
biased con en . 1.58
0.978
F2—I p opose asks ha equi e s uden s o use digi al media o communica e and collabo a e wi h each o he o
wi h an ex e nal audience. 1.84
0.867
F3—I p opose assignmen s ha equi e s uden s o c ea e digi al con en . 2.25
0.757
F4—I each s uden s how o beha e sa ely and esponsibly online. 1.49
1.030
F5—I encou age s uden s o use digi al echnologies c ea i ely o sol e conc e e p oblems. 2.18
0.864
Teaching Digi al Compe ence_To al 2.37
0.559
Socie ies 2025,15, 99 9 o 12
Con e sely, he i ems wi h he lowes le els o digi al compe ence a e all loca ed wi hin
Dimension F, which is consis en wi h he o e all esul s o he dimension. Speci ically,
i ems F4 (“I each s uden s how o beha e sa ely and esponsibly online”), F1 (“I each
s uden s how o assess he eliabili y o in o ma ion ob ained online and iden i y e oneous
and/o biased con en ”), and F2 (“I p opose asks ha equi e s uden s o use digi al media
o communica e and collabo a e wi h each o he o wi h an ex e nal audience”) p esen
he lowes le els o Teaching Digi al Compe ence, wi h a e age sco es o 1.49, 1.58, and
1.84 poin s, espec i ely.
5.2. Con as Analysis
In his sec ion, he aim is o ind s a is ically signi ican di e ences wi h espec o
he le el o Teaching Digi al Compe ence as a unc ion o language and he modali y
augh . The non-pa ame ic con as s a is ics o H K uskal–Wallis (language) and Mann–
Whi ney U a e applied. P e iously, i has been e i ied ha he sample main ains a
non-no mal dis ibu ion by pe o ming ku osis analysis and he Kolmogo o –Smi no
es (Sig. = 0.000).
The esul s o he con as analysis wi h he “language” a iable can be ound in Table 5.
Table 5. Teaching Digi al Compe ence con as wi h he a iable “language”.
D_A D_B D_C D_D D_E D_F Teaching Digi al
Compe ence_To al
K uskal–Wallis H 14.414 4.543 8.205 13.324 6.353 12.767 9.290
d 8 8 8 8 8 8 8
Sig. 0.072 0.805 0.414 0.101 0.608 0.120 0.318
As can be seen, no alue is signi ican (Sig. > 0.05), so i can be a i med ha he e
a e no s a is ically signi ican di e ences wi h espec o he le el o Teaching Digi al
Compe ence ( o al and by dimensions) depending on he language augh .
Finally, Table 6p esen s he esul s o he con as analysis wi h he “modali y” a iable.
Table 6. Teaching Digi al Compe ence con as wi h he a iable “modali y”.
D_A D_B D_C D_D D_E D_F Teaching Digi al
Compe ence_To al
Mann–Whi ney U 1186.000 1194.000 1329.500 1293.500 1218.500 1163.500 1255.000
W o Wilcoxon 3077.000 2184.000 2319.500 3184.500 2208.500 2153.500 2245.000
Z−1.021 −0.976 −0.082 −0.319 −0.811 −1.167 −0.565
Sig. 0.307 0.329 0.935 0.749 0.417 0.243 0.572
Again, no alue is signi ican (Sig. > 0.05). I is a i med ha he e a e no s a is ically
signi ican di e ences wi h espec o he le el o Teaching Digi al Compe ence ( o al and
by dimensions) as a unc ion o he modali y augh .
6. Conclusions
The main aim o his s udy was o analyze he Teaching Digi al Compe ence (TDC)
o O icial Language School eache s in Andalusia (Sou he n Spain). Fo his pu pose, he
DigCompEdu amewo k was used in o de o e alua e hei skills and po en ial di e ences
among hem based on hei eaching language as well as hei eaching modali y.
As a s a ing poin , he ques ionnai e’s eliabili y and alidi y we e ound o be high,
con i ming he obus ness o he esul s. This allows he indings o be compa ed wi h
