Digital Teaching Competence Regarding Foreign Languages and Learning Modes at Official Language Schools in Andalusia (Spain)

María Rubio-Gragera, Antonio Palacios-Rodríguez (), Julio Cabero-Almenara and Victoria Fernández Scagliusi Mª
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María Rubio-Gragera: Department of Didactics and Scholar Organization, University of Malaga, 29010 Malaga, Spain
Antonio Palacios-Rodríguez: Department of Didactics and Educational Organization, University of Seville, 41007 Seville, Spain
Julio Cabero-Almenara: Department of Didactics and Educational Organization, University of Seville, 41007 Seville, Spain
Victoria Fernández Scagliusi Mª: Department of Didactics and Educational Organization, University of Seville, 41007 Seville, Spain

Societies, 2025, vol. 15, issue 4, 1-12

Abstract: Despite the limited academic focus on the context of Official Language Schools (OLSs), these institutions play a crucial role in the formal education system, which are exclusively dedicated to foreign language teaching across various modalities in Andalusia, where ten different languages are taught. The main aim of this study is to perform an analysis the following two specific aspects: first, a descriptive analysis of the digital competence of 105 OLS teachers, and, second, a contrastive analysis examining potential differences in digital competence based on the language and teaching modalities (e.g., face-to-face vs. blended learning). This study uses the DigCompEdu framework to evaluate the digital skills of the teachers, revealing that, while they receive some training in digital competence, the overall level is only moderate, indicating a significant need for further professional development. Notably, the study highlights that the teachers’ ability to convey the importance of digital tools for educational purposes is a crucial area, particularly in an environment where digital natives and immigrants coexist, presenting an intergenerational digital divide. The contrastive analysis shows no significant differences in digital competence based on language or modality, pointing to the lack of specialized training for blended learning teachers, who must rely heavily on technology in their work. This study suggests future research should focus on the digital competence of students, considering age as a potential influential factor in language learning, and recommends designing a tailored digital competence training plan for OLS teachers based on the DigCompEdu framework, which could benefit foreign language educators broadly.

Keywords: ICT; digital competence in teaching; DigCompEdu; language teaching; official language school (search for similar items in EconPapers)
JEL-codes: A13 A14 P P0 P1 P2 P3 P4 P5 Z1 (search for similar items in EconPapers)
Date: 2025
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