From document to practice: the treatment of teachers' digital competence in the bachelor of Science in Education at the University of Andorra
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Teachers' digital competence
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Abstract
Digital transformation has profoundly changed education, making it essential for teachers to develop Digital Teaching Competencies (DTC) to mediate learning in a critical, ethical, and pedagogical manner. Digital teaching agency is a key factor in pedagogically integrating technological tools and supporting student learning. The aim of this research was to analyze how digital teaching competence is integrated into the curriculum of the Bachelor’s Degree in Education at the University of Andorra, contrasting information from course guides with actual teaching practices through a focus group of four teachers. The study was conducted using a qualitative and descriptive approach, employing content analysis of the guides and data triangulation. The results show a discrepancy between the formal information in the guides and the actual teaching practice: teachers demonstrate greater professional commitment, creative use of digital content, active methodologies, technological assessment, and attention to inclusion and personalized learning, reflecting a high level of digital teaching agency. The guides present partial information and, in some cases, underrepresent key aspects. It is concluded that, although digital teaching competence is effectively applied in practice, the guides need to be updated to accurately reflect this reality.
Supporting agencias
- Aquest estudi ha rebut finançament de la Universitat Jaume I mitjançant l'ajut amb referència E-2023-14.
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Copyright (c) 2026 María Ángeles Llopis Nebot, Virginia Larraz Lada, Ruth Hernández Pérez
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