Stage Of Education Research Articles

A Organização do Currículo na Educação Infantil com Base na BNCC

The National Common Curricular Base for Early Childhood Education (BNCC) is an essential document that guides the educational process in Brazil, providing guidelines for curriculum organization in the initial stage of education. In this article, we discuss the signifi cance of the BNCC in structuring the curriculum in Early Childhood Education, highlighting its methodology of implementation and the expected outcomes for the holistic development of children. To achieve this, we employed a methodology of documentary studies, analysis of educational legislation, and a review of related research literature. Through data collection and synthesis, we aimed to emphasize the principles and objectives of the BNCC, its pedagogical guidelines, and its contribution to curriculum structuring in this educational stage. As a result, we identifi ed that the BNCC aims to promote the holistic development of children, encompassing cognitive, socio-emotional, physical, and cultural aspects. By proposing a curriculum based on these guidelines, we seek to ensure that all children have meaningful and age-appropriate learning opportunities according to their developmental stage. The curriculum becomes more fl exible and contextualized, recognizing the importance of considering each school’s particularities and valuing cultural and regional diversity. Furthermore, the BNCC guarantees rights and equity, as it establishes learning rights for all children in early childhood education, regardless of their origin, social status, or specifi c needs. Organizing the curriculum based on these rights aims to promote educational equity and combat inequalities. The BNCC also highlights the signifi cance of play as a pedagogical principle, recognizing it as a form of expression, learning, and child development. By organizing the curriculum based on this principle, the role of play in the educational process is valued, providing playful and creative moments for children.

THE CONSTRUCTION OF MATHEMATICAL KNOWLEDGE AND ENVIRONMENTAL KNOWLEDGE IN CHILDHOOD EDUCATION

Several studies and statistical data point to Mathematics as the subject that most fails Elementary School students. In addition, children reach the fi nal grades seeing this subject as the bogeyman of schools. Given this context, this study presents refl ections and analyzes about the construction of mathematical knowledge in Early Childhood Education, whose purpose is to understand the implications of teaching practice in teaching Mathematics, understanding that Early Childhood Education is the primordial stage of Basic Education, in which the The child is in a phase of development of natural curiosity experiencing the discovery of the environment that surrounds him. In this context, Mathematics is a discipline that, if well worked, can contribute to the development of signifi cant skills that will help the child to better understand this world. However, the teacher’s intervention in working on mathematical knowledge linked to environmental issues in classroom activities will enable the student to develop such skills. The work is a part of the theoretical contribution that underlies the Doctoral Thesis that investigates the teaching practice in the construction of mathematical knowledge in preschool children. The study shows the importance of teaching Mathematics in Early Childhood Education, relating the construction of knowledge to children’s knowledge for meaningful learning in Preschool.

Research on the Impact of the Double Reduction Policy on Educational Institutions

The introduction of the "double reduction" policy has reduced the burden of classroom homework and off-campus training for students in the compulsory education stage. People pay more attention to quality education and promote the rational allocation of educational resources, but it has also brought a significantly negative impact on the popular market of education and training institutions. In order to adapt to market demand, schools and training institutions have made profound changes. Educational institutions make full use of advanced technology and integrate education with other industries to achieve personalized and comprehensive education.

Test Anxiety Among Chinese Master of Education Students in a Malaysian Private University: A Case Study

Test anxiety is a pervasive issue affecting students' academic performance and well-being across various educational settings. This study investigates test anxiety and coping strategies among Chinese Master of Education students, filling a gap in the literature. A quantitative approach was employed, surveying 48 participants from a Master of Education program using a Test Anxiety Inventory and a Simplified Coping Style Questionnaire. Results from the Test Anxiety Inventory reveal a substantial prevalence of test anxiety among these students, with high mean scores across multiple anxiety-inducing statements. Notably, feelings of apprehension and uncertainty during examinations were prominent, emphasizing the need for targeted interventions. In contrast, the analysis of coping strategies shows a preference for active and positive approaches, such as addressing challenges directly, seeking social support, and maintaining a positive outlook. These findings suggest a resilience and adaptability among Master of Education students in managing stress. The study's outcomes align with some previous research while highlighting nuanced variations in coping efficacy across different educational stages and cultural backgrounds. Notably, the preference for active coping strategies in this population diverges from certain earlier studies, indicating the importance of context and individual coping preferences. In conclusion, this research underscores the significance of recognizing and addressing test anxiety while promoting effective coping mechanisms among Master of Education students. Tailored interventions and supportive educational environments can enhance academic performance and overall well-being, contributing to students' personal growth and success. These insights have implications for educators and policymakers seeking to create conducive learning environments for students facing test anxiety challenges. Keywords: Test anxiety, Coping strategies, Quantitative approach, Questionnaire survey, Likert-scale questionnaire

Feasibility of functional evaluation in older adults with gastroesophageal cancer using fitness trackers.

298 Background: With advances in treatment and an aging population, gastroesophageal cancer (GEC) in older adults (OA) is increasing. Geriatric assessment (GA) is recommended as part of treatment decision in patients ≥ 65. Unfortunately, due to the complex nature and multiorgan effects of GEC, it is often difficult for oncologists to discern whether GA abnormalities are secondary to aging or the GEC itself. Because of their objectivity, fitness trackers are becoming increasingly popular in the functional evaluation of cancer patients. While fitness trackers have shown feasibility and validity in some cancers, data for their use in OA is currently limited. Objective: Evaluate the feasibility of functional status assessment via Fitbit activity tracker (FB) in comparison to traditional geriatric assessments in OA with GEC. Methods: Patients age ≥65 with any stage of GEC completed a GA and were given a FB to wear for 3 days in line with the battery life of the device. GA included a comprehensive evaluation of all geriatric domains with functional status assessed by performance status (PS), falls, Timed Up and Go (TUG), Activities of Daily Living (ADLs), and Instrumental Activities of Daily Living (IADLs). FB collected total steps per day (SPD), and patients’ mean SPD was calculated. We compared patient characteristics and outcomes using Fisher’s exact and Wilcoxon tests grouped by below and above median SPD. Results: 82 patients completed GA, of which 69 (84%) wore FB for ≥8 hours. Mean SPD for all patients was 2827 (38 – 11032), median SPD was 2264. Patients with ≤ median SPD were older (75 vs 72 p=0.034), female (32% vs 14% p=0.093), Black (24% vs 9% p=0.068), and living alone (29% vs 14% p=0.153). Patients SPD below and above the median had similar distributions of education level (≤12 yrs 35% vs 31% p=0.802) and Stage (>2 82% vs 80% p=0.99). Patients with SPD below the median were more likely to have ≥ 2 abnormalities on GA (68% vs. 40%, p=0.03), self-reported PS >2 (24% vs 0% p=0.013), and impaired IADL (33% vs 9% p=0.064). Patients with lower SPD had higher rates ≥Gr 3 toxicity (47% vs 20% p=0.022) and hospitalization (32% vs 6% p=0.006). The rate of abnormal TUG was similar in both groups (21% vs 17%, p=0.285). Conclusions: FB use for short objective evaluation functional status is feasible among OA with GEC and provides data which correlates with other GA abnormalities and treatment tolerance. Additional research is warranted to further incorporate this assessment tool into clinical care.

APPLICATION OF THE EDUCATIONAL INFORMATION AND COMMUNICATION TECHNOLOGIES FOR TEACHING FOREIGN LANGUAGES TO STUDENTS MAJORING IN INFORMATION TECHNOLOGIES

The article presents the overview of cutting-edge educational information and communication technologies used by the lecturers of the Department of Cross- Cultural Professional Communication of the Faculty of Engineering and Economics of the Belarusian State University of Informatics and Radioelectronics for teaching foreign languages to the undergraduate students of the first stage of higher education receiving a bachelor’s degree in information technologies. The article also analyses the effectiveness of the Telegram-based information channels used by the lecturers of foreign languages as an alternative to sending materials to students via e-mail. The author outlines an interactive web-based resource slido.com for visualising the results of brainstorming sessions instead of using the traditional ways of presenting the results of this teamwork format. The article describes a non-standard way of introducing new vocabulary with the help of rebuses created on a web-based resource rebus.club which does not require any prior registration. The author also presents an additional way of assessment of the level of proficiency in oral examination topics and revision of their content within the final classes after completing the study of a module or section in the format of an interactive Jeopardy game created with the help of a template based on a web-based resource jeopardylabs.com. To conduct current and final lexical and grammar tests on the topics covered within the course of practical classes of a foreign language, as well as to allow students to evaluate their success in the classroom, a web-based resource onlinetestpad.com is offered to replace traditional methods of assessment of the undergraduate students of the first stage of higher education receiving a bachelor’s degree in information technologies.

Investigation and Analysis of Medical Students' Satisfaction with Public Physical Education Class -- Taking Xi’an Medical University as an Example

Background and Aim： College physical education is the most important stage of school physical education and the most critical stage for students to develop lifelong sports habits. As an important evaluation index of physical education quality in colleges and universities, the study of students' satisfaction can provide a practical basis for improving physical education. As a group of future doctors, medical students' health status directly affects their careers. To understand the medical students' satisfaction with physical education courses, cultivate their interest in sports, and improve their sports skills, so as tote the physical and mental development of medical students. Therefore, to promote the health of medical students, this study started from the satisfaction of physical education curriculum to conduct a status study. Materials and Methods: This research adopts the methods of literature review, expert interview, questionnaire survey, and mathematical statistics, takes "course satisfaction" as the research background, and takes college students of Xi’an Medical University as the survey object, to design a physical education class satisfaction scale for college students of Xi’an Medical University. For medical students, physical education content, physical education class hours, Level of teaching, Teaching methods, Effect of explanation, coaching skills, Solving a problem, and Strict Understanding of the current situation of physical education in medical colleges and universities. Results: The survey found that 90.8% of medical students like physical education classes, 9.2% of medical students do not like physical education classes, and there is no significant difference between different genders and different grades. 69.7% of the medical students were satisfied with the physical education content and class hour arrangement, and there were significant differences in the satisfaction of different genders of medical students with the content and class hour arrangement of physical education, male students were more satisfied with the content of physical education than female students, but there was no significant difference among different grades. Medical students' satisfaction with the teaching, teaching effect, and teaching support of physical education teachers was higher, reaching more than 60%. The score of medical students' satisfaction with the value of physical education for health promotion was more than 4 points. There was a certain degree of gender difference in the specific content, and the score of male students was higher than that of female students. Conclusion: Different genders and different grades of students' satisfaction with physical education classes showed a certain degree of difference. From the results, the satisfaction of male students was higher than that of female students, but the overall satisfaction of medical students with physical education classes showed a relatively satisfactory consistency. The survey found that the most dissatisfied aspects of the students were the teaching support, the lack of physical education teaching venues in the school, the large number of students in class, and the insufficient range of physical activities per capita, which could not allow students to truly integrate into the physical education class.

Perception of Teachers’ Attitudes and Training Competence of Teachers in the Field of Mathematics

This article presents the results of a study on the perception that future teachers have in relation to the attitudes their teachers showed towards mathematics during the Primary Education stage, their level of competence in mathematics, and the possible relationship between both variables. A questionnaire was administered to a sample of 488 future Primary School teachers, subjecting the obtained data to a descriptive, multivariate, and inferential analysis in order to know the perception of these attitudes, establish subject profiles, and know the incidence between this variable and mathematical competence. The future teachers show an ambivalent perception of their teachers’ attitude towards mathematics. Three profiles of subjects with negative, neutral, and positive perception are set, with almost half of the sample included in the first two profiles. In the inferential study, values that reflect a significant incidence between both variables are obtained. It is important that teachers convey favourable attitudes towards mathematics to their students, since the more favourable they are, the better the levels of competence obtained. To minimise this deficit, content and activities aimed at improving mastery and encouraging the development of favourable attitudes towards this discipline through specific actions should be incorporated into training programs.

Impact of NEP-2020 on School, Higher & Teacher Education level: A holistic approach

The National Education Policy (NEP-2020) is the first education policy of the 21st century in India. The first education policy for education has established in 1968 & with the second one the National Education Policy was held in 1986. And third one the National Education Policy has been established in 2020. It is only the third education policy of India at post-independence period. The aim of NEP-2020 is universalization of education from pre-school to secondary level with 100% GER in school by 2030. Another its aim is holistic development of learners, reduction in curricular content and promote the essential learning etc. Besides, structure of school curriculum, higher education & teacher education has been changed. This paper has been discussed of all educational level in India. I think that NEP-2020 will great impact on education system & also will be developed human resource in our India. That’s why I hope that through reform of NEP-2020 quality of students & teacher will be developed in school level, higher education level & teacher education level and also beneficial impact overall educational stages in India.

Assessment of Oral Presentation Skills in Teaching English for Specific Purposes

Delivering an oral presentation requires mastery of all four language competencies. It also involves a thorough understanding of different linguistic registers and varieties. This involves focusing on non-verbal signs and gestures, with the precise aim of informing or persuading the audience. Therefore, evaluating these complex oral presentation skills can be challenging, especially if clear evaluation criteria are not established and followed through during the entire educational process. Our study aims (1) to identify an extensive educational assessment tool for oral presentation skills, and (2) to test the validity of this tool among our students during formative evaluation sessions. Our study involves two groups of university undergraduate students learning English for Specific Purposes. They are from the Bucharest University of Economic Studies, Romania, and the Technical University of Sofia, Bulgaria. Looking at the assessment intention from a communicative approach, in this research we stress the importance of the congruence between three educational stages – teaching, learning, and evaluation.

Impact of motor self-efficacy on cyberbullying in adolescents and pre-adolescents in physical education.

In recent years, cyberbullying rates have increased, especially among adolescents in the school environment. According to the literature, the factors that influence this type of behavior are access to technologies, physical activity and BMI, among others. The aim is to find correlations between motor self-efficacy and cyberbullying. The ECIP-Q and E-AEM questionnaire was applied to 1,232 students from Spanish schools and institutes (8-18 years old) in a cross-sectional study. Significant inverse correlations were found between the ECIP-Q and the E-AEM on the variables of gender, educational stage, daily physical activity, BMI, telephone ownership and hours spent on the Internet. In conclusion, it can be understood that the higher the level of self-efficacy, the lower the level of abuse and victimization. Therefore, physical activity could be considered to act as a regulator of cyberbullying. And it would be interesting for public administrations to increase the number of hours of physical education, to expand out-of-school physical activities and to promote an active lifestyle in order to eradicate this type of abusive school behavior.

The Personality Dimensions of Foreign Language Libyan Speakers Studying in United Kingdom and United State of America

The study investigates a comparison between the personality traits and willingness to contact in English as a foreign language to show how these affections influence the personality. This paper also discussed the differences between personality traits and the desire to speak in English in some countries; where English was used as a native language such as the United Kingdom and the United States of America. The samples were from various education stages: BA, MA, and Ph.D. This paper was conducted to show apparent differences between personality traits and the desire to contact, and whether there is any influence on the speaking process. The result presents a large number the participants in various situations related closely to their feelings and they feel themselves with confident, further than that they do according to their personality, and the result shows a big difference in the ability of all students. But there is a huge contrast in the position of relaxed feeling, when they were in crowded places, the participants did not feel frightened during talking. It indicates most of them do not make their decisions until they deeply think of the result before choosing.

Enhancing historical thinking through learning analytics in Primary Education: A bridge to formative assessment

History teaching from early educational stages not only should assess the student's ability to memorise historical content, but also their ability to think historically. Traditional summative tests do not enable teachers to continuously monitor the progress of students. This study evaluates the effect in history learning of incorporating learning analytics (LA) in terms of academic achievement and self-efficacy. Seventy-six elementary students aged 10–12 years old participated in the study. The results indicate that the integration of LA particularly helped students with low historical knowledge and enabled the prediction of academic achievement, especially in historical thinking. The results also highlight the disparity between students' knowledge and students' self-efficacy during the lessons, and what they demonstrate in exams, indicating the need to incorporate tasks before exams that allow students to identify their limitations and misconceptions. These results suggest that LA in history teaching may provide teachers with useful information for formative assessment.

DESAFIOS DOCENTES RELACIONADOS À INCLUSÃO ESCOLAR DA CRIANÇA COM NECESSIDADES EDUCACIONAIS ESPECIAIS NO ÂMBITO DA EDUCAÇÃO INFANTIL

This work aims to understand the challenges of inclusion and the importance of inclusive practices promoted through pedagogical work in early childhood education, as well as understanding inclusion as a right for all; discuss teaching difficulties in everyday early childhood education classrooms from an inclusive perspective; identify pedagogical practices and methodologies that stimulate the development of children and encourage the processes of inclusion of children with disabilities in early childhood education. There are many challenges encountered in teaching practice, especially when it is part of a special education perspective. To carry out this research, bibliographic and documentary analyzes were used as a methodology that bring approaches related to the topic in question, with the aim of clearly emphasizing the teaching challenges with regard to inclusion in early childhood education classrooms. We used bibliographic and documentary surveys such as the Law of Guidelines and Bases of National Education No. 9,394/96 (LDBN), Federal Constitution of 1988, Operational Guidelines for specialized educational assistance in Basic Education, Special Education modality, Cury (1995), Mantoan ( 1993), among others who supported this construct with its literary reverberations. One of the most relevant points of this research was the importance of teacher training, highlighting its importance in being able to work with the public who have special educational needs, implementing what the law provides, where the right to inclusion and permanence of students must be implemented, starting with Early Childhood Education, the first stage of Basic Education

Blood lead levels and math learning in first year of school: An association for concern

Lead is a well-known neurotoxicant that continues to affect children's cognition and behavior. With the aim to examine the associations of lead exposure with math performance in children at the beginning of formal schooling, we conducted a cross-sectional study of first-grade students from 11 schools in Montevideo, Uruguay. Math abilities were assessed with tests from the Batería III Woodcock-Muñoz (Calculation, Math Facts Fluency, Applied Problems, Math Calculation Skills and Broad Maths). Separate generalized linear models (GLM) tested the association of blood lead level (BLL) and each math ability, adjusting for key covariates including age and sex, maternal education, household assets and Home Observation for Measurement of the Environment Inventory score. In a complete-case of 252 first-grade students (age 67–105 months, 45% girls), mean ± SD blood lead level was 4.0 ± 2.2 μg/dL. Covariate-adjusted logistic models were used to examine the association between childhood BLLs and the odds of low math performance. BLL was negatively associated with scores on the Calculation test (β (95% CI): −0.18 (−0.33, −0.03)), Math Calculation Skills (−1.26 (−2.26, −0.25)), and Broad Maths cluster scores (−0.88 (−1.55, −0.21)). Similarly, performance on the Calculation test, as well as cluster scores for Broad Maths and Math Calculation Skills differed between children with BLLs <5 and ≥ 5 μg/dL (p < 0.01), being lower in children with higher BLLs. Finally, considering the likelihood of low test performance, each 1 μg/dL higher B–Pb was related to 27% higher likelihood for Maths Facts Fluency, 30% for Broad Math and Math Calculation Skills, and 31% for Calculation (p < 0.05). These results suggest that lead exposure is negatively associated with several basic skills that are key to math learning. These findings further suggest that the cognitive deficits related to lead exposure impact student achievement at very early stages of formal education.

Identifying the Challenges and Appropriate Solutions for Holding Comprehensive Exam for PhD Students in the Medical Sciences Universities: a Qualitative Research

Introduction: The evaluation of Ph.D. students is one of the main parts of their curriculum, and the comprehensive exam is held with the aim of evaluating the abilities acquired in the educational stage and verifying the qualification and ability to carry out research activities. The purpose of this research is to identify the challenges of holding the comprehensive exam of Ph.D students in the medical sciences universities (Iran) and to provide appropriate suggestions. Methods: The research approach was qualitative and the research method was conventional content analysis (inductive) and the type of study was applied. Participants included the members of the board of examiners in each specialized field with different positions and degrees, Ph.D. students who passed the comprehensive exam, as well as educational staffs in the 7th area of health education like Isfahan University of Medical Sciences, Kashan University of Medical Sciences, Yazd University of Medical Sciences and Shahrekord University of Medical Sciences. Sampling was Purposive and heterogeneous with maximum diversity to obtain different views. In the present study, after 17 interviews, no new data was obtained; however, to be sure, 3 other participants were also interviewed (20 participants). Graneheim and Lundman's 5-stage model was used for data analysis, and Lincoln and Guba criteria were used to measure the trustworthiness of data. Result: The data were classified in 41 codes, 9 subcategories and 3 main categories in the challenges section and in 48 codes, 13 subcategories and 3 main categories in the solutions section. The main concepts about the challenges of conducting a comprehensive Ph.D. exam including macro-policy and planning, the limitations of laws and weak planning, and the problems of the people involved in the exam, as well as the main concepts about the solutions to optimize the conduct of a comprehensive Ph.D exam, including solutions before entering students for the Ph.D course, the solutions related to the comprehensive exam, and the solutions related to the duration of the Ph.D course. Conclusion: The challenges of holding a comprehensive exam for Ph.D students in health are multifaceted and require a comprehensive approach to address them. By carefully paying attention to these challenges and implementing solutions at the micro and macro levels, the educational system can better achieve the main mission and goal of holding the comprehensive and at the same time evaluate the students' readiness to enter the research course more accurately.

Teachers’ closeness of professional relationship and its role in learning perception after reciprocal peer observation

Extant literature on reciprocal peer observation has reported teachers’ perception of positive effects on interpersonal relationships. However, pretest-posttest evidence is missing (first aim), and its role in teacher learning has not been examined (second aim). 364 teachers participated in this study. First, it provides pretest-posttest evidence of increased closeness of professional relationship, as well as exploratory teacher interpretations via group interviews. Educational stage might affect this increase. Second, it shows that, rather than initial closeness as a prerequisite, it is final closeness which significantly affects teacher learning perception. Statistical analyses also show the relevance of school time arrangement.

Can Participation in Mock Elections Boost Civic Competence among Students?

Mock elections are an increasingly popular form of active learning, adopted in many European countries and the United States. However, we have limited knowledge regarding the extent to which they enhance students’ civic competence. This article analyzes data from over 9,000 students aged 13-19 who participated in a 2022 mock election in Sweden. The goal is to determine the extent to which mock elections boost civic competence, with an emphasis on potential variations related to gender, ethnic background, and educational stage. Results indicate that such participation positively influences students’ self-reported political knowledge and, to a lesser extent, their political interest, engagement, and efficacy. Yet, the impact varies among student demographics. For instance, foreign-born students reported greater effects than their Swedish-born counterparts. Female students displayed heightened political knowledge and interest compared to males, while male students demonstrated higher political engagement. Interestingly, mock elections seemed to enhance political knowledge more in primary school students than in secondary school ones. Conversely, they had a more pronounced impact on the political interests and engagement of secondary school students. The study concludes with suggestions for future research to employ more rigorous methods to assess the influence of mock elections on civic competencies.

Children and young people’s reported contact with professional services for mental health concerns: a secondary data analysis

Children and young people’s mental health services have been under increasing pressure following COVID-19. Understanding, for which channels help is sought from, will highlight services needing support. This study aims to explore the professional services that parents of children, and young people get help from when they have a concern for the child’s/their mental health. Secondary analysis of data is taken from Mental Health of Children and Young People in England Survey, 2017. 7608 reports of mental health-related contact with professional services from parents of 5–16 year-olds and self-reports from young people aged 17–19 were available. Service contact was reported by Diagnostic and Statistical Manual of Mental Disorders (DSM-V) diagnosis, age, gender and ethnicity. Less than two-thirds of children and young people with a DSM-V diagnosis (63.5% (95% CI 58.6–68.1) aged 5–10, and 64.0% (95% CI 59.4–68.4) aged 11–16) reported contact with any professional services. The figure was lower for those aged 17–19; 50.1% (95% CI 42.8–58.2), p = 0.005. Children and young people aged 5–16 from Black (11.7%; 95% CI 2.4–41.4), Asian (55.1%; 95% CI 34.7–73.9) and Mixed (46.0%; 95% CI 32.4–60.3) ethnic groups reported less contact with professional services compared to those from the White group (66.9%; 95% CI 63.5–70.2). Patterns of service access during the three main educational stages aid with understanding service need during childhood. These lower levels of reported service access for young people aged 17–19 with a DSM-V diagnosis and those in ethnic minority groups demand further investigation.

Competências digitais dos futuros professores do ensino pré-escolar e do ensino básico: um estudo de comparações múltiplas

Digital competence is an essential element for the initial training of teachers, as it allows them to integrate digital technologies into their teaching practice. Therefore, the purposes of this study were: (1) to know the self-perceived level of future teachers of Primary Education and Early Childhood Education regarding their digital competences; (2) to compare if there are significant differences in the digital competences between the future teachers of both educational stages; and (3) to identify if there are significant differences in the competences of the future teachers between the different academic courses of the educational degree, for each educational degree. To achieve the objectives, a non-experimental ex post facto study was carried out with a sample of 897 students from the Infant and Primary degrees. The results showed that future teachers have a medium-high self-perceived level of digital competence in both educational degrees, finding significant differences between future teachers of Early Childhood Education and Primary Education, being the latter those who obtained higher scores. For future teachers of the Early Childhood Education stage, significant differences were found between the students of the first and fourth year, while for those of Primary Education, differences were found between all the academic courses, except between the third and fourth. These results suggest that initial teacher training should focus on the development of the digital competences of future teachers, with special attention to the first academic courses.