Digital Competence of Primary Education Teachers

Instrumental Pilot Study of the “DigCompEdu Check-In” Questionnaire for Its Adaptation to University Students

Authors

DOI:

https://doi.org/10.54790/rccs.120

Keywords:

teaching competence, european digital competence framework, competence areas, DigCompEdu, pilot study, educational technology

Abstract

The "DigCompEdu Check-In" questionnaire is an essential tool for assessing educators' digital competence, promoting self-assessment and professional development. Based on the European Framework for Digital Competence, it allows educators to measure their skills in areas such as digital literacy, communication, and technological creativity. Its validity has been confirmed in various universities across Spain, supporting its effectiveness. Additionally, it fosters a culture of continuous learning by integrating digital technologies into education. The aim of this pilot study was to develop a scale to measure different areas of digital competence in university students of the primary education degree, as well as to examine its main psychometric properties. The sample consisted of 204 students. The phases of this pilot study are presented along with the descriptive analysis of the data collected.

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Author Biographies

Blanca Berral-Ortiz, University of Granada

Doctor of Education Sciences from the University of Granada, she holds a degree in Early Childhood Education with an Extraordinary Final Degree Award and a Master's in Research and Innovation in Curriculum and Training. She is currently a postdoctoral researcher in the Department of Didactics and School Organisation at the University of Granada. Her research areas include educational inclusion, digital competence, and literacy, within the framework of the AREA group (HUM-672). She is also involved in projects on mobile learning, flipped classrooms, and immersive technologies to develop teaching digital competence.

Juan-José Victoria-Maldonado, University of Granada

University lecturer at the University of Granada. He holds a degree in Early Childhood Education and has further training in research through the Master's in Research and Innovation in Curriculum and Training at the University of Granada. His publications in the field of Didactics and School Organisation stand out, including various elements within the area, such as the use of active methodologies and how their combination with ICT can enhance the teaching-learning process.

Patricia Ayllón-Salas, University of Granada

PhD student in Education Sciences. She previously graduated in Primary Education, later specialising with a Master's in Research and Innovation in Curriculum and Training. During these stages, she received the Research Initiation Scholarship and the Collaboration Scholarship in the Department of Developmental Psychology and Education.

José-Antonio Martínez-Domingo, University of Granada

Pre-doctoral researcher at the University of Granada, he is a Predoctoral Researcher in Training. He holds a degree in Primary Education with a specialisation in Physical Education and a Master's in Research and Innovation in Curriculum and Training. He is currently pursuing his PhD in Education Sciences. He is a member of the research group Analysis of Educational Reality (AREA, HUM-672). His research focuses on digital competence, social media, new teaching-learning methodologies, teaching innovation, and technological resources.

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Published

2025-07-02

How to Cite

Berral-Ortiz, B., Victoria-Maldonado, J.-J. ., Ayllón-Salas, P. ., & Martínez-Domingo, J.-A. (2025). Digital Competence of Primary Education Teachers: Instrumental Pilot Study of the “DigCompEdu Check-In” Questionnaire for Its Adaptation to University Students. CENTRA Journal of Social Sciences, 4(2), 127–139. https://doi.org/10.54790/rccs.120

Issue

Vol. 4 Núm. 2 (julio-diciembre, 2025)

Section

Research Notes

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Copyright (c) 2025 Blanca Berral-Ortiz, Juan-José Victoria-Maldonado, Patricia Ayllón-Salas, José-Antonio Martínez-Domingo

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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

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