Digital Competence in the Master’s Degree in Training for Teachers: The Influence of Academic and Emotional Factors on Its Development

Digital Competence (DC) is relevant among approaches aimed at educational innovation in the digital society. This work analyses the DC level of students of the Master’s Degree in Training for Teachers in a University of the Basque Country, and identifies the socio-academic and emotional factors that...

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Autores: Cepa Rodríguez, Estibaliz, Mogas Recalde, Jordi
Tipo de recurso: artículo
Fecha de publicación:2025
País:España
Institución:Universidad del País Vasco
Repositorio:Addi. Archivo Digital para la Docencia y la Investigación
OAI Identifier:oai:addi.ehu.eus:10810/77541
Acceso en línea:http://hdl.handle.net/10810/77541
Access Level:acceso abierto
Palabra clave:digital competence
teacher trainning
higher education
master
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spelling Digital Competence in the Master’s Degree in Training for Teachers: The Influence of Academic and Emotional Factors on Its DevelopmentCepa Rodríguez, EstibalizMogas Recalde, Jordidigital competenceteacher trainninghigher educationmasterDigital Competence (DC) is relevant among approaches aimed at educational innovation in the digital society. This work analyses the DC level of students of the Master’s Degree in Training for Teachers in a University of the Basque Country, and identifies the socio-academic and emotional factors that determine their development. A total of 137 students (56.93% women) completed an online questionnaire that collected the following information: sociodemographic characteristics, DC, motivation, creative self-efficacy and life satisfaction. The results revealed that the students present a basic-intermediate level of DC. They have appropriate knowledge about available digital platforms and systems and their general use, although notable lacks dealing with tasks that include the creation of content to energise exercises or solve problems. Gender was not a determining factor for DC, in contrast with the branch of knowledge: those specialised in natural sciences or technology show greater digital skills. Furthermore, creative self-efficacy and motivation were shown to be predictive factors of their DC level. In conclusion, training plans must be redefined to offer future teachers personalised and progressive training in DC. To achieve this, any educational intervention must consider the needs of students in each degree programme, as well as the various academic and emotional factors that influence learning.With the support of the Gandere research group (EHU/UPV) and the Department of Pedagogy at Rovira i Virgili University.MDPI202620262025info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10810/77541reponame:Addi. Archivo Digital para la Docencia y la Investigacióninstname:Universidad del País VascoIngléshttps://doi.org/10.3390/educsci15121586info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by/4.0/© 2025 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) licenseoai:addi.ehu.eus:10810/775412026-06-18T09:23:17Z
dc.title.none.fl_str_mv Digital Competence in the Master’s Degree in Training for Teachers: The Influence of Academic and Emotional Factors on Its Development
title Digital Competence in the Master’s Degree in Training for Teachers: The Influence of Academic and Emotional Factors on Its Development
spellingShingle Digital Competence in the Master’s Degree in Training for Teachers: The Influence of Academic and Emotional Factors on Its Development
Cepa Rodríguez, Estibaliz
digital competence
teacher trainning
higher education
master
title_short Digital Competence in the Master’s Degree in Training for Teachers: The Influence of Academic and Emotional Factors on Its Development
title_full Digital Competence in the Master’s Degree in Training for Teachers: The Influence of Academic and Emotional Factors on Its Development
title_fullStr Digital Competence in the Master’s Degree in Training for Teachers: The Influence of Academic and Emotional Factors on Its Development
title_full_unstemmed Digital Competence in the Master’s Degree in Training for Teachers: The Influence of Academic and Emotional Factors on Its Development
title_sort Digital Competence in the Master’s Degree in Training for Teachers: The Influence of Academic and Emotional Factors on Its Development
dc.creator.none.fl_str_mv Cepa Rodríguez, Estibaliz
Mogas Recalde, Jordi
author Cepa Rodríguez, Estibaliz
author_facet Cepa Rodríguez, Estibaliz
Mogas Recalde, Jordi
author_role author
author2 Mogas Recalde, Jordi
author2_role author
dc.subject.none.fl_str_mv digital competence
teacher trainning
higher education
master
topic digital competence
teacher trainning
higher education
master
description Digital Competence (DC) is relevant among approaches aimed at educational innovation in the digital society. This work analyses the DC level of students of the Master’s Degree in Training for Teachers in a University of the Basque Country, and identifies the socio-academic and emotional factors that determine their development. A total of 137 students (56.93% women) completed an online questionnaire that collected the following information: sociodemographic characteristics, DC, motivation, creative self-efficacy and life satisfaction. The results revealed that the students present a basic-intermediate level of DC. They have appropriate knowledge about available digital platforms and systems and their general use, although notable lacks dealing with tasks that include the creation of content to energise exercises or solve problems. Gender was not a determining factor for DC, in contrast with the branch of knowledge: those specialised in natural sciences or technology show greater digital skills. Furthermore, creative self-efficacy and motivation were shown to be predictive factors of their DC level. In conclusion, training plans must be redefined to offer future teachers personalised and progressive training in DC. To achieve this, any educational intervention must consider the needs of students in each degree programme, as well as the various academic and emotional factors that influence learning.
publishDate 2025
dc.date.none.fl_str_mv 2025
2026
2026
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10810/77541
url http://hdl.handle.net/10810/77541
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv https://doi.org/10.3390/educsci15121586
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by/4.0/
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv MDPI
publisher.none.fl_str_mv MDPI
dc.source.none.fl_str_mv reponame:Addi. Archivo Digital para la Docencia y la Investigación
instname:Universidad del País Vasco
instname_str Universidad del País Vasco
reponame_str Addi. Archivo Digital para la Docencia y la Investigación
collection Addi. Archivo Digital para la Docencia y la Investigación
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