Digital competence (DC) is essential in higher education, supporting academic, professional, and cultural development. This study aimed to validate the COMPDIG-PED instrument for assessing digital competence among students at Universidad Latina. Data were collected using non-probabilistic convenience sampling during the second quarter of 2024. Reliability analysis revealed satisfactory internal consistency, with Cronbach´s alpha (α = .70). However, the distribution of item difficulty highlighted a significant imbalance, as 36.51% of items were classified as very difficult, while only 12.70% fell into the medium-difficulty range. Participants scored between 12 and 41 (M = 31.52, SD = 5.05) out of a maximum of 63 points. These results highlighted the need to recalibrate item difficulty to enhance the instrument´s diagnostic value. Confirmatory factor analysis further raised concerns regarding the instrument´s unidimensionality. The Kaiser-Meyer-Olkin (KMO) value was low (2.0), and Bartlett´s test was significant (p< .001), indicating weak inter-item correlations. Additionally, low alpha values (0.13 – 0.55) within specific factors suggested issues with item alignment and clarity. These findings emphasize the need for refinements to the COMPDIG-PEG instrument to improve its design, structure, and reliability, ensuring it provides a comprehensive assessment of digital competences in higher education contexts.

This study investigates the relationship between access time to digital technologies and the devel-opment of digital competences among Chilean university students, using the DIGCOMP-PED in-strument based on the DIGCOMP framework. Methods: The instrument was applied to 4360 first-year students at a Chilean public university, and an expert validation process was carried out to identify relevant competences for academic training. Results: The findings indicate a positive but non-linear relationship between years of experience using technologies and performance in certain areas of the DIGCOMP framework. Although the study was conducted between 2021 and 2022, with the follow-up analysis completed in 2024, access alone does not guarantee the acquisition of ad-vanced skills across all competences. Conclusions: The study emphasizes the complexity of the re-lationship between access to technology and the development of digital competences, highlighting the importance of pairing access with quality education and structured guidance in digital literacy to prepare students for the challenges of the digital world.

Through a conceptual work on the relevance of television news programs in the construction of imaginaries and ideologies, this paper aims to analyze the configuration of meanings that television news programs distribute on the social field and reflect on the way in which these meanings exert a symbolic power that contributes to the shaping of social reality and people's daily lives. Therefore, what is problematized here is the relationship between images, symbolic power and everyday life., focusing on the media construction of social reality and on the modus operandi of ideology that can be detected in the newscasts.

La evaluación de la Competencia Digital (CD) es una demanda creciente en particular en las y los estudiantes universitarios. Resulta especialmente relevante para aquellos que se están formando para ser docentes. El objetivo de esta investigación fue analizar el nivel de la CD de las y los estudiantes de primer año de formación inicial docente (FID) de una universidad pública chilena y su posible relación con las variables de género y centro educativo donde cursaron la enseñanza secundaria. Se utilizó una metodología cuantitativa para un estudio descriptivo-inferencial, utilizando el instrumento de evaluación DIGCOMP-PED [1] que evalúa la CD según el marco DIGCOMP. El instrumento se aplicó a una muestra de 448 estudiantes, se realizaron análisis descriptivo e inferenciales a través de las pruebas t-student y ANOVA. Los resultados mostraron un nivel de logro moderado en CD. Adicionalmente, se encontraron diferencias estadísticamente significativas para las dos variables estudiadas. Esto subraya la necesidad de que los programas de FID diagnostiquen el nivel de CD de sus estudiantes y elaboren estrategias o iniciativas complementarías para el logro de un desempeño exitoso. Un dominio adecuado de la CD favorece la formación académica de las y los estudiantes y genera las bases para el desarrollo futuro de la competencia digital docente.

Digital competences are widely regarded as the key competences as defined by various international organizations, such as the European Commission (2018) and the OECD ( 2022 ). Given their paramount importance across all facets of contemporary society, a thorough examination of their developmental aspects becomes imperative. The study was conducted at a Chilean state-run university, which stands as the second largest institution in terms of student enrollment. Utilizing a quantitative survey-based methodology, this research study seeks to characterize the level of digital competences among Year-1 students pursuing undergraduate programs. Furthermore, it aims to compare the competence levels of two prominent student groups, distinguished by their distinct secondary schooling pathways, namely, technical-vocational education (TVSE) and scientific-humanistic education (SHSE). For the purpose of data collection, the CompDig-Ped test, aligned with the European framework for digital competences (DigComp), has been employed as the research instrument. The key findings of this study underscore significant disparities in digital competence levels between students originating from SHSE and TVSE secondary school trajectories, with TVSE students demonstrating comparatively lower levels of digital competence. These outcomes are congruent with existing research, which highlights the challenges encountered by technical-vocational secondary education in Chile over an extended period of time.

The present study was carried out in a Chilean public university with the purpose of describing digital competences in safety area and their relationship with contextual variables in first-year students of different programs. In this research study, we processed the competences of the safety area of the COMPDIG-PED test, which is based on the European reference framework for digital skills DIGCOMP. The instrument was applied to 4360 higher education students, attending undergraduate courses in 2021 and 2022. The results indicated a relationship between the context variables analyzed through the COMPDIG-PED test and the digital safety competences. This relationship is linked to higher scores in the female gender, in students with more years of experience in the use of digital technologies, in those who came from private paid or subsidized institutions, and in those who were trained in a humanist scientific education.

The assessment of Digital Competence (DC) is a growing demand particularly among university students. It is particularly relevant for those who are training to become teachers, as the use of Digital Technologies (DT) in education requires adequate levels of DC. The objective of this study was to analyze the DC level of first-year initial teacher training (ITT) students from a Chilean public university and its possible relationship with the variables of gender and type of secondary education center. A quantitative methodology was used for a descriptive-inferential study, employing the assessment instrument DIGCOMP-PED [1], which evaluates CD according to the DIGCOMP framework. The study was applied to a sample of 448 first-year FID students in education courses at a Chilean public university. Descriptive and inferential analyses were performed through tstudent and ANOVA tests. The results showed moderate DC levels. Additionally, significant differences were found for the two variables under study. Therefore, it is necessary that ITT programs diagnose the DC level of their students and develop strategies or complementary initiatives for a successful performance. Un adequate DC level during the first years of training favors the academic development of students and the future use of TD in their teaching practice.

La competencia digital es una de las competencias básicas para lograr una ciudadanía digitalmente alfabetizada. En la formación universitaria, esta competencia es relevante en los planes de estudio, requiriendo una capacitación adecuada desde el contexto profesional específico y también de manera que permita enriquecer la formación académica y el desarrollo personal de cada estudiante. La competencia digital adquiere una especial relevancia para desarrollar la competencia digital docente, para ello es necesario trabajarla durante los primeros años de la formación inicial docente. Este artículo expone los resultados de una investigación desarrollada con estudiantes de primer año de Pedagogía en tres universidades públicas chilenas. El estudio tuvo como propósito determinar el nivel de competencia digital de los/as estudiantes y visibilizar la influencia del género en los niveles de logro de esta competencia a partir de la aplicación del instrumento de evaluación COMPDIG-PED, basado en el Marco Europeo de Competencias Digitales (DIGCOMP). Para realizar la investigación se utilizó una metodología cuantitativa, con una muestra representativa estratificada de 817 estudiantes. Los resultados muestran que se identifican diferencias estadísticamente significativas en las áreas de Comunicación y colaboración, Creación de contenidos digitales y Resolución de problemas, en las cual los hombres reportaron mayores puntuaciones que las mujeres. Esta cuestión pone en evidencia la brecha digital de género en la formación inicial de los/as futuros/as docentes en el contexto de estudio.

Digital competence is one of the key competencies to achieve a digitally literate citizenship. In university education, this competence is relevant in the curriculum, which should be developed based on this specific professional context and also in a way that allows enrichment the academic training and personal development of each student. Digital competence acquires special relevance to develop digital competence among teachers, for which it is necessary to work on it during the first years of initial teacher training. This article presents the results of research developed with first-year Pedagogy students from three Chilean public universities. The purpose of the study was to determine the level of digital competence among students and to make visible the influence of gender on the levels of achievement in this competence through the application of the assessment instrument COMPDIG-PED, based on the European Framework of Digital Competences (DIGCOMP). A quantitative methodology was used to carry out the research with a stratified representative sample of 817 students. The results show that statistically significant differences are identified in the areas of Communication and Collaboration, Creation of Digital Content and Problem Solving, in which men scored higher than women. This issue highlights the digital gender gap in the initial training of future teachers in the context of the study.

The purpose of this study is to investigate research published on the evaluation of digital competence and digital teaching competence in teacher training in Chile. The objective is to reveal the types of studies, their theoretical conceptual references, what is assessed in them and the main contributions and findings for the strengthening of Initial Teacher Training. From a methodological point of view, a documentary meta-synthesis has been made of the content of research articles published in the last ten years in the WoS, Scopus, and SciELO databases. The search is organized into three categories: Digital Competence, Digital Teaching Competence, and Curriculum Frameworks. Articles are systematized considering the size and context of the participants in the study, purpose and instrument used, theoretical reference, evaluation areas, and results. The main findings of the study show a gap between high levels of Digital Competence and low levels of Digital Teaching Competence among Initial Teacher Training students, and an effort to incorporate these competencies into curricular frameworks.

La competencia digital (CD) es fundamental para el desarrollo personal y académico de los estudiantes universitarios actuales. Evaluar el nivel de la CD en los primeros años de formación universitaria de los estudiantes de carreras de pedagogía es relevante para introducir mejoras en las carreras del área de educación. El Objetivo general de este trabajo, fue diseñar y validar un instrumento de evaluación COMPDIG-PED (Competencia digital en pedagogía), en un contexto de carreras del área de la educación de tres universidades públicas chilenas. En este artículo se presenta el diseño y validación de un instrumento de evaluación de la CD denominado COMPDIG-PED, basado en el marco DIGCOMP (Digital Competence) elaborado por la comunidad económica europea. Se establece su fiabilidad y validez de constructo, junto con los análisis estadísticos correspondientes, habiendo trabajado con juicio de expertos. La muestra estuvo constituida por 841 estudiantes. Los resultados muestran que COMPDIG-PED es un instrumento que cumple con los estándares para medir la CD de los estudiantes de primer año de las carreras de pedagogía en particular y de cualquier carrera universitaria en general.

Digital competence (DC) is one of the key aspects in citizen development in the digital age. The DC is particularly important in forming university students and future teachers. This article presents the main results of a study to evaluate DC and its relationship with the socioeconomic level of first-year students of pedagogy in three Chilean public universities, located in the north, center, and south of the country. A quantitative research methodology was used, with a sample of 817 students, the data were collected through the DIGCOMP-PED evaluation instrument, which evaluates DC development using the DIGCOMP framework. The results were analyzed at the general and socioeconomic level on the variables of the educational establishment where they attended high school and the territorial area of the university they attended. The main results indicate that the level of DC achievement is intermediate, the areas with the highest levels of achievement were “network security” and “online communication and collaboration.” On the other hand, the lowest levels of achievement were reached in the areas “information and digital literacy,” “digital content creation,” and “problem solving.” The level of DC is higher among students of private establishments and those who attend universities located in the central area.

Teacher digital competencies (TDC) of teachers in training, are key to the use of digital technologies to design and moderate learning environments. The purpose of this research was to describe the levels of digital teaching competence in chilean pedagogic students, through an instrument of evaluation of theoretical knowledge of the TDC and analyzing differences in the variables sex, type of Initial Teaching Training (ITT) programme and participation in professional teaching practice. This differs from the application of self-improvement instruments. In this study, 239 teachers in training at seven Chilean universities took a theoretical test of TDC. The results showed significant differences in the dimension of "Didactic, curricular and methodological aspects," tilted in favour of women. Likewise, the indicator for "Design teaching-learning activities that include the use of digital technology" revealed significant differences across the variables: gender (principally women) programme type (higher for primary school student teachers) and participation in a teaching practicum, with higher scores for those who had completed one. Finally, the indicator "Uses digital technologies to communicate and share knowledge" displayed significant differences when it came to the programme type variable (higher for secondary school student teachers). This study offers novel insight into the TDC measurement process, enabling identification of critical areas in ITT.

Universities are living in a time of major transitions regarding the challenge of rethinking and transforming the current pedagogical models so they can respond to the needs of the global knowmad society. In this study, the Design-Based Research (DBR) approach is used to address the improvements of two emerging pedagogical designs in e-learning in the university context: the model of the Center for Research in Education and ICT (CIIET) of the University of Santiago de Chile (Chile) and the model developed by the Education Node research group of University of Extremadura (Spain). The main focus of these models is the student, who by developing activities based on the resolution of a contextualized problem and using new strategies, accompanied by open resources for resolution, resulting in a learning outcome that can be achieved and measured through assessment. This work aims to advance in identifying of some pedagogical keys for the design of online training scenarios that promote environments of production, research, and open dissemination of best practices, to experience new creative forms and collaborative learning, which have emerged within the hyper connected society and the net-culture.

In the current information age, information literacy is crucial to face the overwhelming amount of content on the Web. Specifically, knowing and being capable of searching for information, assessing information sources,identifying main ideas, and using information to solve problems, constitute a set of fundamental competences for online inquiry. At school level, this set of competences, which canbe referred to as online inquiry competences (OIC), are necessary not only to deal with school assignments, but also with daily life where exposure to web content is quite common even at an early age. Given its importance, a major problem is how to effectively assess students’ OIC. To address this problem, in this article we first offer a review and comparison of different approaches to tackle OIC assessment and then, based on the results of our review, we introduce the Trivia and Adventure serious games platforms, which are designed to engage students and support the assessment of OIC at school level. These games are unique because of their open source orientation, innovative approach to assess OIC through behavioral data, user-centered design, flexibility, and potential to be used by bothresearchers and teachers, who will be empowered to create their own studies and assessments.

Academic virtual training is slowly gaining ground in Higher Education, but the arrival of Covid-19 has accelerated this process. Undoubtedly, current times are a great opportunity to innovate and bring virtual training closer to educational communities, but it is necessary to do it properly, otherwise, the outcome can be unexpected and, in the critical view of students, it would invalidate this training modality. This article presents a model of how to face virtual training in times of crisis, how to move from a presencial classroom to a virtual one, integrating the potential that digital technologies provide us to generate environments that promote quality learning in students.

Alcanzar altos niveles de Competencia Digital Docente (CDD) en la Formacion Inicial Docente (FID), es un factor clave para la insercion de las tecnologias en los procesos de ensenanza y aprendizaje, y en el desarrollo profesional docente. El curriculo de FID debe contribuir al logro de la CDD. Este articulo presenta los resultados de una investigacion cualitativa de caracter documental, realizada a partir del analisis de los programas de las asignaturas TIC de las carreras de pedagogia de ocho universidades chilenas. A partir de una matriz de analisis de contenido, se trabajo con tres unidades de muestreo: fundamentos de la asignatura, objetivos de aprendizaje y contenidos. Los resultados evidencian una incipiente presencia de la CDD en las carreras de pedagogia, al tiempo que la dimension “didactica, curricular y metodologica” es la que presenta mayor cobertura curricular en los programas de asignaturas, mientras que la dimension con menos cobertura es la dimension “aspectos eticos, legales y seguridad”. Asi entonces, las universidades chilenas requieren avanzar en una mayor integracion de las TIC en los programas de FID para un mejor desempeno de la CDD en los futuros docentes. PALABRAS CLAVE : Competencia digital docente; formacion inicial docente; curriculo; tecnologia educativa; educacion superior. Doi: 10.21703/rexe.20201941silva9

Si bien el concepto de competencia digital (CD) se trata de un constructo con bastante data en el area de la investigacion educativa, en los ultimos anos se ha incrementado el interes en torno a este tema generando una mayor produccion de estudios al respecto. Es por ello que esta investigacion tiene como meta conocer cuales son los instrumentos mayormente empleados en dichas investigaciones y sobre que aspectos se suele evaluar cuando se analizan las competencias digitales de los estudiantes que acceden a la universidad. Para ello se ha realizado una revision sistematica en WoS para los anos comprendidos entre 2014 y 2019. Entre las principales conclusiones podemos destacar la necesidad de impulsar estudios que combinen tanto la mirada perceptiva como de rendimiento a la hora de generar instrumentos para la evaluacion de la competencia digital.