Characteristics of the accreditation of Digital Teaching Competence. Relationship with the Digital Competence of students.

Abstract

The article describes the digital competence of teachers and students from an international and national perspective. It uses a descriptive qualitative method, with a documentary approach. It lists the programs being carried out by the Spanish autonomous communities for the promotion of digital competence. Additionally, it analyzes the accreditation procedures conducted in the autonomous communities during the academic year 2022/23, which is a very current phenomenon involving teachers. Furthermore, it compares the competencies that citizens should have according to the European CompDig framework of 2022 with the current Spanish curriculum, aiming to establish a correspondence with the competencies they will acquire at the end of compulsory schooling. The results indicate an inconsistency in these processes and emphasize the need to review both the initial and ongoing training of teachers in our country to effectively respond to a changing reality in a world globalized and digitalized. It also raises the need for a design of teacher training in digital competence that considers the specificity of the different subjects, motivation and commitment to learning, in order to achieve a real change that has a real impact on students.