Abstract:

Research on Digital Competence in Education dates back to the early 2000s. Recently, the European Framework for Digital Competence of Educators (DigCompEdu) considers that educators need a set of digital competences specific to their profession in order to be able to use the potential of digital technologies to improve and innovate in education. According to Esteve (2015), cited by Jiménez, Muñoz and Sánchez (2021), it is difficult to conceive of teachers not having a minimum digital competence, as they will not be preparing their students for the social and educational challenges that society is currently proposing. Therefore, it will be essential for teachers to know how to create and offer digital content to their students in different situations and contexts. This paper presents the results of a diagnostic of the digital competences of Mexican students from a teacher training institution and a university. Data were collected from a sample of 300 students, 150 from the teacher training institution and 150 from the university. The ikanos test of digital competences for students, developed by the Vasco Government, was used, based on the European digital competences framework DigComp. The instrument considers 5 areas and 21 competences, which are diagnosed in the test. Preliminary results show that most of the students consider themselves to have an intermediate profile with regard to digital competences in teaching.

Keywords:

Teacher Digital Competencies, Competencies Literacy, Mexican Students, Higher Education.