¿Qué tipo de centros de FP tiene mayor capacidad digital? Un estudio de NCA y QCA
VET institutions are involved in a rapid process of digital transformation, but despite the investments, expected changes have not been achieved. Thus, this study identifies the necessary and sufficient conditions for a high digital capacity of schools. For this, NCA and QCA were conducted from 21 b...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | España |
| Institución: | Universidad de Sevilla (US) |
| Repositorio: | idUS. Depósito de Investigación de la Universidad de Sevilla |
| OAI Identifier: | oai:idus.us.es:11441/178481 |
| Acceso en línea: | https://hdl.handle.net/11441/178481 https://doi.org/10.12795/pixelbit.116036 |
| Access Level: | acceso abierto |
| Palabra clave: | Digital transformation vocational education and training digital capacity QCA NCA Transformación digital educación y formación profesional capacidad digital |
| Sumario: | VET institutions are involved in a rapid process of digital transformation, but despite the investments, expected changes have not been achieved. Thus, this study identifies the necessary and sufficient conditions for a high digital capacity of schools. For this, NCA and QCA were conducted from 21 basic VET institutions, analysing data from SELFIE, INCOTIC 2.0 and COMDID A. Considering students' digital competence (SDC) perception, teachers’ digital competence (TDC) perception, infrastructure, digital plan and leadership as conditions for a high digital capacity of school, the results revealed that a high level of TDC and digital plan level are necessary for a full degree or digital capacity. According to sufficient conditions, infrastructure is essential for successful digital implementation in schools, but SDC or TDC are also crucial to ensure effective technology use. As a conclusion, the article provides valuable insights into VET institutions' digitalisation to benefit their digital transformation processes. |
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