Digital competence and universal design for learning in teacher training: a multifactorial analysis

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https://doi.org/10.25267/Hachetetepe.2024.i29.2206

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No. 29 (2024)
Articles
2206
Published: 18-10-2024
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Abstract

The effective integration of digital technologies and Universal Design for Learning (UDL) in education poses significant challenges in teacher training. This study examines the relationship between self-perceived digital competence and UDL knowledge in future teachers, analyzing the influence of demographic and academic factors. Using a non-experimental, ex post facto quantitative design, 903 Early Childhood and Primary Education teaching students were evaluated using a questionnaire on digital competence, UDL knowledge, and use of digital tools. The results revealed a moderate positive correlation (r = 0.45, p < 0.001) between digital competence and UDL knowledge. Significant differences were found by educational stage (F(1, 784) = 26.073, p < 0.001) and academic performance (F(2, 784) = 35.162, p < 0.001), but not by gender (F(1, 784) = 0.274, p = 0.600). The analysis across academic years showed significant variations in digital competencies (F(3, 782) = 16.42, p < 0.001). These findings underscore the need to systematically integrate training in digital competencies and UDL in teacher education programs, considering factors such as academic performance and educational stage.

Keywords

Digital competence Google Schoolar
Inclusive education Google Schoolar
Teacher education Google Schoolar
Higher education Google Schoolar

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Alastor, E., Guillén-Gámez, F.-D., & Ruiz-Palmero, J. (2024). Digital competence and universal design for learning in teacher training: a multifactorial analysis. Hachetetepé. Scientific Journal of Education and Communication, (29), 2206. https://doi.org/10.25267/Hachetetepe.2024.i29.2206

Author Biographies

Enrique Alastor, Universidad de Málaga

Bachelor's degree in Pedagogy from the University of Malaga and the Pontifical University of Salamanca (SICUE-Seneca scholarship holder) and Bachelor's degree in Psychopedagogy from the University of Seville. He has specialized through several master's degrees. He has also been a Collaboration Scholar (Ministry of Education) in the Department of Theory and History of Education at the University of Malaga and a Research Scholar at the University of Seville. He has completed international research stays at various universities outside Spain. He is currently a teacher in the Department of Didactics and School Organization at the University of Malaga.

Francisco-David Guillén-Gámez, Universidad de Málaga

Doctor in the "Law and Society" program from UDIMA. Master's in Education and New Technologies from UDIMA, University Master's in Educational Research from the Complutense University of Madrid. Teacher at the University of Malaga in the Department of Didactics and School Organization. In the scientific field, he has participated in research and teaching innovation projects. He has published more than 20 articles in JCR and SJR impact journals focused on ICT and digital competence.

Julio Ruiz-Palmero, Universidad de Málaga

Doctor in Educational Technology from the University of Malaga (Extraordinary Doctorate Award), Master's in New Technologies Applied to Education, University Expert in Virtual Training Environments. Evaluator for the National Agency for Evaluation and Foresight (ANEP) of the Ministry of Science and Innovation. Editor of Innoeduca Journal. International Journal of Technology and Educational Innovation. He belongs to scientific committees and is a reviewer for various scientific journals specializing in educational technology.

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Copyright (c) 2024 Enrique Alastor, Francisco-David Guillén-Gámez, Julio Ruiz-Palmero

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