Theoretical Models Explaining the Level of Digital Competence in Students

Abstract

In the new global scene, digital skills are a key skill for students to seize new learning opportunities, train to meet the demands of the labor market, and compete in the global market, while also communicating effectively in their everyday and academic lives. This article presents research aimed at relating the impact of personal variables on the digital competence of technical problem solving in Spanish students from 12 to 14 years old. A quantitative methodology with a cross-sectional design was employed. A sample of 772 students from 18 Spanish educational institutions was used. For data collection, an assessment test was designed (ECODIES®) based on a validated indicator model to evaluate learners’ digital competence (INCODIES®), taking as a model the European framework for the development of digital competence. Mediation models were used and theoretical reference models were created. The results allowed us to verify the influence of personal, technology use, and attitudinal variables in the improvement of digital skill in technical problem solving. The findings lead to the conclusion that gender, acquisition of digital devices, and regular use do not determine a better level of competence.