Exploring EFL Learners’ Perceptions of their Level of Digital Competencies in a Higher Education Context

Aim. To determine the level of development of teachers’ digital competence and, based on the results obtained, to develop a set of measures to ensure its effective development. The obtained results of the teachers’ digital competence state (using the example of the Donetsk People’s Republic of the city of Donetsk) allow us to compare the results of research by other authors, identify shortcomings, and develop the most optimal and practical tools for assessing its development.Methodology and methods. The main tool for assessing the level of development of a teacher's digital competence was a survey and the use of the case method. However, it should be clarified that the level of digital competence is dependent on the discipline taught, which requires additional research and development of scientific and methodological tools, taking into account the specifics of teaching the discipline.Results. The need for education system sustainable development and competitiveness preservation in difficult social and economic conditions require continuity in the development of the teacher. Digital competence is actively considered as one of the key components of professional competence in the academic world. Thus, the level of digital competence development was determined taking into account teaching experience: a confident level – teaching experience from 10 to 20 years (34% of the sample), an average level – work experience from 3 to 10 years and from 20 to 25 years (65% of the sample); minimum-sufficient teaching experience of up to three years and over 25 years (6% of the sample). The result of teaching various disciplines success dependence on digital competence allowed us to establish that among teachers of humanities and natural sciences, the confident level was 38% ± 4%, the average 62% ± 4%, the minimum-sufficient level was not identified. Among teachers of artistic and aesthetic disciplines, physical education and disciplines of primary general education, the indicators of a confident level were 26% ± 3%, the average level was 71.5% ± 3.5%, the minimum sufficient level was up to 3%. The next stage of the analysis was the levels of digital literacy in accordance with the selected indicators and teaching experience. Thus, the level of computer literacy among all groups of teachers with different experience was at the level of 81.5% ± 4.5%, communicative literacy – 84.5% ± 5.5%, technological literacy – 72.5% ± 4.5%, information literacy – 89% ± 5%. The results of digital competence assessment using the case method allowed us to identify the levels of development of structural components necessary for a high-quality educational process. The minimum-sufficient, average and confident level of the indicator of analysis and evaluation of educational activities was 9%, 55% and 44%. The indicator of professional responsibilities marks 6%, 63% and 75%. The optimization of the educational process was 5%, 69% and 73%. The technological effectiveness of educational activities was 12%, 53% and 42%. These results indicate the dynamics of the development of digital competence and the need for further research.Theoretical and/or practical significance. The scientific novelty consisted in clarifying the structural components responsible for digital competence development. The theoretical significance of the study was to identify the structural components responsible for maintaining the education system success and increasing the level of professional competence of a teacher in the field of digital technologies. To assess the level of digital competence formation, a case method was used, the capabilities of which made it possible to model pedagogical tasks, the essence of which was to expand theoretical knowledge in the field of didactics of the educational process. A teacher training program "Teacher in the digital educational space" has been developed, aimed at increasing the level of digital competence. Methodological recommendations have been developed with a clear algorithm for using digital technologies during distance learning. The practical significance of the study is determined by the fact that a program, methodological recommendations and diagnostic apparatus for assessing the level of development of digital competence for implementation into the system of additional professional education have been developed, verified and proposed.Conclusions. The development of digital competence will create a stable basis for solving emerging issues in the education system, ensure the integrity and continuity of the educational process, and increase the level of professional competence of a teacher.

The purpose of the article is to describe the trainings implemented as part of the project “E-Active Residents of the Kuyavian-Pomeranian and Łodź Voivodeships” and to present the results of partial assessment of the level of digital competence of 75 training groups (837 participants) recruiting from selected municipalities of the Kuyavian-Pomeranian Voivodeship (Aleksandrow Kujawski, Chelmza, Lipno, Lubanie, Radziejow, Stolno, and Śliwice). The project is implemented as part of the Digital Poland Operational Program for 2014–2020 by the Pluznica Commune Development Association in partnership with the Polish Ministry of Digital Affairs and the Foundation of Active Development Initiatives. The authors limit themselves to presenting results of 75 trainings only in the municipalities of the Kuyavian-Pomeranian Voivodeship, in which they had conducted the trainings on their own, in the capacity of certified instructors of digital competences, in the period of December 2018 – end of June 2019. Each participant of the training was obliged to take a pre-test consisting in 10 single-choice questions, that verified his digital competences (like use of search engines, digital resources, e-administration services, tools of cybersecurity). At the end of the training (consisting of the lecture with the presentation of tools) each participant had to solve the post-test to validate his knowledge (again, 10 single-choice questions with the pass threshold score of 75% of correct answers). Comparing the results of both tests, the authors of this article assessed the level of digital competence of participants’ group before and after the trainings. The conducted analyses proved that all the training groups increased their levels of digital competences. In the case of almost 55% of groups, an increase by one level was evidenced (51% for average to high competences, and 4% for low to average competences), and in the case of 35% of groups — by two levels (from low to high competences). Slightly above 10% of groups increased their already high level of competences that was featured initially. The obtained results are the evidence of the high effectiveness of the trainings. In their final outcome, as much as 72 training groups increased their initial levels of digital competences to the high level, and 3 to the average level. There was no group reported with a drop in the level of competences. The results of analyses indicate high effectiveness of the trainings conducted within the scope of the “E-Active Residents of the Kuyavian-Pomeranian and Łodź Voivodeships” project – at least with respect to the Kuyavian-Pomeranian Voivodeship. A large number of participants featuring average and low digital competences (89% before the training and 96% after the trainings) may be evidence for the unsatisfactory level of digital competences in Poland. On the other hand, a relatively high interest in the trainings among the seniors (aged 61 or older), may indicate that there is still a considerable need in Poland for initiating actions countering the digital exclusion.

Objective: The article aims to assess the differentiation of the level of digital competences of young adults and identification of factors influencing the level of these competences among respondents disadvantaged by the digital divide. Research Design & Methods: The article discusses the differences in the level of digital competences among young adults in Poland. The determinants of the level of digital competences among respondents at risk of digital exclusion were identified and, based on a regression tree analysis, it was indicated which of them best predict a low level of digital competences. Material from our own research conducted on a nationwide sample of 1,000 respondents was used. The catalogue of digital competences was taken from The European Digital Competence Framework (DigComp). Radar plots, box-plot plots, and regression trees were used to analyse the data. Findings: As a result of the research, determinants of the low level of digital competences were identified, such as the type of place of residence, the level of education, and the level of social and cognitive competences. Moreover, it has been shown that the level of digital competences of people at risk of digital exclusion is only slightly differentiated by gender. Implications / Recommendations: Reducing digital competence deficits is possible by participating in the education process. While competence gaps among young people can be reduced through formal education, in the case of professionally active people this is possible mainly through participation in informal and non-formal education. In the light of the research results, the development of digital competences requires the simultaneous development of cognitive and social competences. Contribution: The article fills a research gap in the field of digital competences of young adults in Poland. Individual digital skills were measured and factors that differentiate their level were identified. It was also indicated which of the identified determinants best predict the risk of digital divide among young adults in Poland, which is the novel factor in the paper.

Contribution: This article analyzes the correlation between users' digital competencies and their tendencies to successfully complete energy sustainability massive online open courses (MOOCs). In addition to reviewing whether digital competencies are a predictor of the effective completion of the course, this article analyzes whether participants acquire higher levels of digital competence through interaction in the course. Background: Completion rates of MOOCs typically range between 5% and 8%, with respect to registered participants. According to the literature, low rates may be due to factors such as students' lack of motivation or digital competence limitations. Research Questions: RQ1: Is there a correlation between the level of digital competence declared by the participants and their tendency to successfully complete the MOOC? RQ2: Does participation in a MOOC improve participants' digital competencies? Methodology: Two surveys, one pretest and one post-test (before and after the MOOCs), were applied to assess the digital competence levels of the participants. The total population of participants in the 12 MOOCs was 123 124 unique users, from which 9075 participants (pretest) - 7.37% of the universe - and 6029 participants (post-test) - 35.70% of the universe - were extracted as a sample. To determine its internal consistency, an exploratory factorial analysis was performed on both instruments and a Cronbach's alpha greater than 0.8 was obtained in all of its dimensions. Findings: A significant level of moderate to high correlation between the declared levels of digital competence and the trend toward successful completion of the MOOCs under study was observed. However, a significant increase was not demonstrated in the levels of digital competence acquired in the interaction with MOOCs. Conclusions: The level of digital competence of a participant in a MOOC was a valid predictor of their tendency to finish it. Although no increase in the levels of digital competence acquired through MOOCs was demonstrated, this may be because the subject matter of the MOOCs was alien to the indicators and dimensions of the digital competence. Further research could analyze the effectiveness of MOOCs in terms of digital competition at the acquired levels of competition.

Digital competence has become a crucial capability in the learning process, in the working place, and in personal communication. The aim of the article is to explore master students’ perceptions of their digital competence by identifying frequency, expertise, and satisfaction in using information communication technologies (ICT) in their learning process when studying at university and teaching English as a foreign language (EFL) in the context of online education. The sample comprised 49 master students who participated in distant evening classes at a private university in Kazakhstan while working simultaneously as teachers of English in various educational institutions during the day. Master students’ perceptions of digital competence is one of the approaches to reveal the gaps in students’ digital competence development necessary for learning and teaching EFL online. The main research tool for data collection was the online survey allowing the master students to measure their level of digital competence. Evident from the results, the majority of respondents are digitally competent; yet there is a cohort of master students who scored low on ICT skills needed for teaching and admitted the necessity of improvement. Also, according to the findings, the respondents’ frequency, expertise, and satisfaction level by their digital competence needed in the learning is higher than that in teaching. This can also imply that even though the frequency and expertise in using digital technologies for learning contributes to the development of the expertise in using them for conducting their own classes, master students need special training on the use of ICT for pedagogical purposes.

Introduction. The process of digital transformation of modern education largely depends on the digital competence of students. The relevance of the study of digital competence of students is determined by the broad involvement of young people in the use of digital educational technologies, the lack of a holistic view of the cognitive sphere of representatives of the "digital generation", the lack of empirical data on the integrative cognitive characteristics of students with different levels of digital competence. The purpose of this study is to study the relationship of indicators and types of digital competence with cognitive-style and metacognitive characteristics in schoolchildren and students. Materials and methods. The study involved students of secondary schools and university students living in St. Petersburg, Moscow, Yekaterinburg, Novosibirsk (total sample: N=631). To diagnose digital competence, the method "Digital Competence Index" was used (G.U. Soldatova, T.A. Nestik, E.I. Rasskazova, E.Y. Zotova). To diagnose the characteristics of the cognitive sphere, the following methods were used: "Style of thinking" (A.K. Belousova), "Method of diagnosing the stylistic parameters of learning" (A. Salomon, R. Felder), "Metacognitive skills in the structure of educational and professional activity" (E.G. Denisova). Comparative and correlation analyses were used for statistical data processing. Results. The study revealed similarities in the overall level of digital competence of schoolchildren (N=281) and students (N=350), with a higher level of technical competence of school students (p ≤ 0.002) and a higher level of knowledge and skills of students in the field of practical application of digital technologies: in working with digital information (p ≤ 0.004), in online communication (p ≤ 0.002). in the use of the Internet for consumer purposes (p ≤ 0.005). Universal and specific cognitive-stylistic and metacognitive characteristics of young people with different indicators of digital competence were found. Universal characteristics include thinking styles that manifest themselves in orientation to selection, evaluation, meaning transfer and implementation in working with information. The features of subjects with a high level of digital competence are revealed: students of this subgroup, in comparison with students with a low level of digital competence, have a pronounced preference for an active learning style strategy (Uemp = 1012; p ≤ 0.0009), orientation to generating ideas in the process of joint solution of mental tasks (Uemp = 1145.5; p ≤ 0.01); students of this subgroup, in comparison with students with a low level of digital competence, are characterized by a combination of active and visual style strategies, the use of metacognitive skills in educational activities (Uemp = 1613; p ≤ 0.04). Conclusion. The study contributes to the understanding of the integrative cognitive characteristics of students with different levels of digital competence. The results obtained indicate the need to include in the programs for the development of digital competence of students of schools and universities activities aimed at the formation of metacognitive skills, and their implementation in conditions of joint educational activities.

Background purpose Research on digital competence has been one of the most important policy goals in the area of education in the European Union for almost two decades. In 2017, two essential documents were published: DigComp 2.1 - The Digital Competence Framework for Citizens with eight proficiency levels (Carretero et al., 2017) and examples of use and the European Framework for the Digital Competence of Educators – DigCompEdu (Redecker, 2017). Despite these documents and all the research in the field of digital competencies, there is still no unified instrument for measuring the digital competencies of citizens. The problem is that digital competencies encompass a wide range of skills, from basic digital literacy to advanced technical proficiency, and they evolve with technological advancements. Researchers and policymakers face several obstacles in creating a one-size-fits-all tool for assessing these competencies. This paper expands existing research in the field of digital competence in formal education in Slovenia. Our research aimed to explore curricular aspects of acquiring digital competencies within the three levels of formal education and the level of achieving digital competencies among citizens (students) in Slovenia. The purpose of our study was to gain a broader understanding of how participants in formal education obtain digital competencies to obtain a publicly recognized qualification within the education system in Slovenia. Design/Methodology/Approach To examine the field of digital competence in formal and hidden curricula, we first survey students (citizens) to assess their self-perception regarding digital competencies. Then, we interviewed teachers from various faculties to identify elements of the hidden curriculum. Finally, we reviewed publicly available educational content regarding acquiring digital competencies in primary and secondary schools and universities. Results The extent of formal teaching of content related to digital competencies within the public education system in Slovenia is small. During the average duration of formal education, a Slovenian citizen listens to approximately 2,000 hours of mathematics lessons, around 1,000 hours of art lessons, and 200 hours of computer science and informatics lessons. The research results have shown that, even in subjects unrelated to computer science, informatics, and digital competencies, students acquire digital competencies as part of the hidden curriculum at universities. The arithmetic mean among students’ (citizens’) research of other competencies indicates that respondents can operate independently. The results of the level of digital competencies according to DigiComp 2.1. show that, except for two competencies; all are within are within level 5. This means that the self-assessed level of digital competencies among students (citizens) has mostly stopped at tasks they perform for their own needs. Conclusion In the future, EU countries will need to standardize the assessment system for digital competencies to determine the level of individuals’ digital competencies. The school system in Slovenia will have to introduce a significant amount of computer science knowledge into the curricula of subjects, with particular attention given to upgrading digital competencies within hidden curricula.

Araling Panlipunan teachers' digital competence theorizes that transformative teaching practices and ongoing professional growth as the driving force behind enables educators to flourish in the digital era. This study aimed to determine the level of teachers' digital competence in teaching and professional development. Specifically, it accomplished three primary objectives on characterizing the respondents; examining teachers' digital competence in terms of teaching and professional development; and determining correlations between the respondents' profiles and their digital competence. The study involved one hundred sixty-four (164) Araling Panlipunan teachers, using a universal sampling method. A correlational-descriptive research design was employed, utilizing a patterned and modified questionnaire. Statistical tools such as means, frequency, standard deviation, and Pearson-r were employed to analyze the collected data, allowing for a comprehensive examination of the teachers' digital competence in teaching and professional development. Findings showed that majority of the respondents are handling Grade 1-3 with units in Master’s degree and have a teaching experience of 10 years or more. They have personal ownership of digital tools with daily internet and duration of ICT usage of 4-8 hours. The respondents have a high level of digital competence in teaching and professional development. There is a significant relationship between daily internet and duration of ICT usage and the respondents’ digital competence. It is important for teachers to be good at using digital tools. Teachers who actively engage in collaborative learning experiences using digital platforms and tools are more likely to enhance their digital competence and improve their teaching practices. It is recommended that teachers who have accrued credits in Master’s degree continue their pursuit of completing the program. Additionally, it is imperative for teachers to employ plagiarism detection software to thoroughly examine students’ work for any signs of plagiarism.

Introduction. The process of digitalization of school education largely depends on the level of digital competence of teachers. The relevance of the study of digital competence of teachers is determined by several factors: the rapid development of digital tools and directions of digitalization of education; heterogeneity of the teaching staff, which is manifested in various results of empirical research. The purpose of the article: to investigate the level of digital competence of teachers of the Lipetsk region at the present stage, taking into account professional specifics. Materials and methods. The digital competence of a teacher is considered in the study at the general user and professional levels. To study the general user aspect of the teacher's digital competence, the methodology "Digital Competence Index" was used (G.U. Soldatova, T.A. Nestik, E.I. Rasskazova, E.Y. Zotova). To assess the professional level of digital competence of a teacher, the study used the test "Digital competencies of a teacher", developed by the Yandex platform "I am a teacher". Also, as part of the study, respondents were surveyed to identify obstacles and limitations that teachers face today when using digital tools in education. The study was conducted in March-April 2022. The study sample consisted of 268 school teachers of the Lipetsk region and students of the I.A. Bunin Yelets State University. Microsoft Office Excel, Statistical Package for the Social Sciences (SPSS) version 26 programs were used to process the results. The Kruskal-Wallis criterion was used for statistical data processing. Results. The study showed that Russian teachers have a fairly high level of digital competence: the general user level of digital competence of the participants of the entire sample has an average value of 40 points, while the professional level is 54 points. The digital gap is revealed between teachers whose teaching experience is less than 20 years, and teachers with more than 21 years of experience. The professional specialization of a teacher affects his digital competence. Teachers of physics and mathematics (44 points) and natural science (40 points) disciplines have the most developed general user level of digital competence. These indicators are significantly lower for teachers of humanities (37 points) and primary school (34 points). At the same time, the professional level of digital literacy among all teachers is approximately the same. The study found that male teachers have more advanced digital skills than female teachers. The conclusion that there was no digital gap between rural and urban school teachers has a positive significance. Сonclusion. The digital competence of a teacher at the general user and professional levels is empirically investigated, including in the context of factors of seniority, gender, professional specialization, territorial affiliation of the school. The results of the study can be used in the design of educational programs of disciplines and advanced training courses on the use of digital tools in the educational process of the school.

The Corporate Standard for University Lecturer’s Digital Competence was created to increase the level of digital competence, which is recognized as one of the key competencies of a successful person of the XXI century, to improve the quality of the learning and teaching, the educational process. The areas of digital competences’ application at the Borys Grinchenko Kyiv University are the main activities of lecturers, such as: educational activities, scientific research, professional communication and cooperation; digital self-management. The corporate standard defines five levels of digital competence: Analyst-Researcher (A), which is mandatory; Integrator (B1); Expert (B2) - sufficient level; Leader (C1); Innovator (C2) - high level. The descriptors of the Corporate Standard presented in the article detail the skills of university lecturers in accordance with the levels of digital competence and areas of its application. The level of digital competence of the lecturer is determined in the university e-learning system as a result of passing an adaptive practice-oriented test, they study multilevel mini-courses step by step with the ability to build a personal trajectory of professional development and marking in the personal office to achieve the appropriate level. Increasing the level of digital competence will contribute to professional, expert growth in general. Due to the implementation of the Corporate Standard for University Lecturer’s Digital Competence, lecturers will be more effective in using the opportunities and resources of the information and educational environment of the university, educational services will be provided to higher education students at a higher level, including in conditions of limited access to classrooms and when using blended and distance learning.

This research paper presents the results of the author’s survey aimed at assessing the digital competence of modern university teachers. The relevance of digital competencies is becoming more and more obvious due to the transformations in the activities of educational organizations. These changes concern the use of digital technologies not only in university management, but also directly in the educational process. The development of distance learning and remote interaction formats is an objective reality in the modern world. The purpose of this article is to make an attempt of assessing a university teacher’s digital competence level based on the general perception of his/her abilities and the digital technologies used in his/her professional activities. The author analyses the teachers’ readiness to use digital technologies and their attitude to distance learning. The study showed that the majority of the interviewed teachers have a high level of basic and universal digital competencies. It was found that most of the respondents already have experience of taking online courses to improve their professional skills. The analysis makes it possible to conclude that the teachers who participated in the survey demonstrate a high readiness to use digital technologies in their professional activities. The author’s study is not supposed to give a complete picture of all Russian university teachers’ digital competence level, since this requires both greater coverage of respondents and the use of other channels (beyond digital) to collect data within the survey. At the same time, this research allows to formulate possible ideas for improving Russian university teachers’ digital competence level, which nowadays becomes the key to improving their effectiveness. The results of the study can be used when working out universities’ personnel development programs in order to ensure a higher level of the teachers’ digital competence.

The rapid development of new technologies observed in recent years and the active digital transformation of society impose special requirements for a future specialist and his digital competence. The authors should note that the concept of digital competence has become very popular in recent years, and now there are many studies, which in one way or another reveal its various aspects. However, typically, plenty of different definitions lead to a blurring of boundaries of the concept and the absence of a unified designation of its essential and semantic characteristics. As a result, this concept is considered the ability to use information and communication technologies, a part of social competence, and a way of communication. To identify the initial level of digital competencies, the authors carried out a diagnostic study involving the students of Mari State University (Yoshkar-Ola, Russia) in different training programs. The paper presents a detailed overview of the results of this study and identifies three levels of students’ digital competencies: high, medium, and low. The study shows that students with a high level of digital competence have a positive attitude towards the digital transformation of education emphasizing that it provides new opportunities to use digital technologies in learning and increases the effectiveness of the learning process. These students support digital learning, online consultations, and providing information for lectures and seminars in electronic form, as opposed to the students with a low level of digital competence, who have a negative attitude towards the digital transformation of education, noting only its weaknesses. These students support digital learning, online consultations, and providing information for lectures and seminars in electronic form, as opposed to the students with a low level of digital competence, who have a negative attitude towards the digital transformation of education, noting only its weaknesses.

The article reveals the role of self-assessment tools for the digital competence of teachers in Ukraine and foreign countries. The online self-assessment tools used to check the level of digital competence in European countries and in Ukraine are described (EUROPASS, MyDigiSkills and Tsyfrogram). The domestic regulatory framework for monitoring the quality of education is presented, including the assessment of teachers' professional competence in the context of achieving standards. The scientific works of Ukrainian and foreign scientists on the issues of assessing teachers' digital competence, monitoring the quality of education in this context, and international recommendation documents are highlighted. The main guidelines for the standards and indicators of the level of digital competence of teachers in accordance with European approaches are presented. The main emphasis of monitoring such self-assessment is on the ability of teachers to support and use the digital educational environment of the school and organise educational, organisational and self-educational activities. The problems faced by teachers when organising distance learning in recent years and the need for professional development are highlighted. The experience of Ukrainian researchers during 2022-2024 regarding the survey of teachers aimed at their needs and identifying the level of digital competence is presented. The scientific novelty of the study lies in proposing a systematic approach to the self-assessment process of teachers' digital competence, and its constant monitoring based on the specified domestic experience. It is proposed to develop mechanisms for applying a systematic approach to monitoring teachers' needs and identifying the level of their digital competence, to carry out constant updating of professional development programmes, taking into account the work of teachers under the constraints and realities of wartime.

PurposeThis research focuses on the diagnosis and clustering of professor higher education in relation to digital competencies, based on different levels of digital competency development.MethodsThe methodology employed in this study involved an Ordinary Least Squares (OLS) regression analysis and cluster analysis using K-means clustering algorithm, considering the Silhouette score, based on the responses obtained through a questionnaire DigComEdu framework, and adjusted according to the experts who conducted a validity analysis.ResultsThe findings indicate that, for the sample professor who answers the questionnaire voluntarily and confidentially, considering margin of error of 5%, a confidence level of 95%, and a response distribution of 50%, corresponding to 314 professors, with a Crombach’s alpha of 0.56, there is no relation between the variables of investigation, age, gender, academic degree, academic hierarchy, and years in academy and the level of digital competencies among professors. Regarding the clustering analysis, specifically using the K-means clustering algorithm, four distinct clusters are identified based on the questionnaire scores, aligning with findings from Silhouette score and Quadratic error by number of clusters.DiscussionThis research reveals that professors in higher education span all four levels of competency as defined by the DigComEdu model, primarily falling within the intermediate levels of digital competencies. Clustering analysis further provides insights for the implementation of enhancement and development policies, with the aim of guiding professors toward more complex digital activities, ultimately achieving the highest level of digital competencies. This, in turn, fosters improved teaching practices and, consequently, enhances the teaching experience.

The Spanish autonomous city of Melilla, located in northwest Africa, has one of the highest academic failure and abandonment rates in Europe. An effective way to improve this situation would be to improve students’ digital competence. In order to do so, teachers must have competent digital skills themselves and also be able to teach them. To determine teachers’ level of digital competence, the Spanish adaptation of the European Framework for Digital Competence of Educators was used to analyse the self-assessment responses of teachers in training at the Faculty of Education and Sport Sciences in Melilla, Spain. Several quantitative techniques were used to analyse data collected from a questionnaire based on the items in the framework. Indicators were given to each competence using a factor analysis to contrast differences between undergraduate and postgraduate students. Correlations between some of the students’ characteristics and the competences were estimated using OLS. The results show students’ self-assessment level of digital competence in different areas and differences between the bachelor’s and master’s programmes. Digital competence gaps were also detected in teacher training, especially in security. The conclusions highlight the need to improve digital security and facilitate a higher level of digital skills in line with the framework. Indeed, more hours of training in digital competence are required while taking into account the educational context and the technological, pedagogical and content knowledge needed to teach. Equally, the same skills must be developed by educators in order for them to transmit digital competence to their students and support them in educational centres.